POGOe - Portal of Geriatrics Online Education - Index/Glossary/Bibliography

Care Settings & Models

Intended learner audience:

APRN

Caregiver

Nurse Educator

Learning resource types:

HIGN Resources for POGOe, 04-2018.pdf
- 100.86 KB

Other Resource Type

Other Learning Resource Type:

List of Resources

Discipline/specialty:

POGOe Id:

21068

Date posted:

Tue, 04/17/2018

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 04/17/2018

No CME credits available

Not peer reviewed

Visit our Website

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

Updated contacts:

Cinnamon St. John (myself) - [email protected]">[email protected]
Cynthia Chong - [email protected]">[email protected]

Author(s):

Hartford Institute for Geriatric Nursing (HIGN)

Contact Person/Corresponding Author:

Hartford Institute for Geriatric Nursing (HIGN)

Contact Person Email:

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Interdisciplinary Health Profession Module Videos

calexander — Wed, 21 Sep 2016 21:12:50 +0000

Virginia Commonwealth University School of Medicine

Abstract:

Care teams often don't know how to effectively and efficiently collaborate when addressing a patient’s health. Depending on a patient’s needs, team leadership can shift at any given moment from one person to another. Because of this constant jockeying and adaptation, educating learners about their own interprofessional relationships is becoming incredibly important. These videos and the corresponding text supplements provide a context for interprofessional team members to discover more about what it takes to become a member of another profession. This knowledge, combined with their own experiences and clinical practice, will assist in preparing learners for the next-generation of team-based healthcare.

Educational objectives:

After watching these short 2-3 minute videos, interprofessional teams will be able to contextualize their own relationship within the group dynamic, understand the educational requirements that go into other disciplines, and formulate an effective team-based learning approach for future activities.

Content Categories:

Intended learner audience:

Physician Assistant

2 MM: Identify medications that should be avoided

Therapist

Geriatric Competencies:

MEDICATION MANAGEMENT

3 MM: Document a patient’s medication list

4 CBD: Compare and contrast presentations of the 3D's

5 CBD: Formulate a diagnosis and evaluate the 3D's

7 CBD: Perform and interpret a cognitive assessment

8 CBD: Evaluate and manage agitated patients

10 SCC: Develop management plan for patients with functional deficits

HEALTH CARE PLANNING AND PROMOTION

14 HCP: Define and differentiate code status, proxies, and advance directives

15 HCP: When to override standard recommendations for screening tests

16 HCP: When to override recommendations for treatment

ATYPICAL PRESENTATION OF DISEASE

18 ATYP: Diagnose based on unique presentations of common conditions

PALLIATIVE CARE

19 PC: Assess and manage pain and non-pain symptoms

20 PC: Identifiy psychological, social, and spiritual needs

25 HOSP: Communicate a discharge plan

Learning resource types:

Intro to Clinical Medicine/Clinical Skills/Doctoring

Discipline/specialty:

Family Medicine

Internal Medicine

Nursing

Pharmacology/Toxicology

Physical Medicine and Rehabilitation

Preventive Medicine

Estimated time to complete:

45 minutes

POGOe Id:

21928

Date posted:

Tue, 09/27/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 09/27/2016

No CME credits available

Not peer reviewed

None Selected

Health Profession Modules - Overview

Health Profession Modules - Nursing

Health Profession Modules - Social Work

Health Profession Modules - Pharmacy

Health Profession Modules - Medicine

Health Profession Modules - Occupational Therapy

Health Profession Modules - Physical Therapy

Posting status:

Posted

Resident Level Competencies:

Medication Management

Complex or Chronic Illness(es) in Older Adults

Palliative and End of Life Care

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Peter Boling, MD

Contact Person/Corresponding Author:

Peter Boling, MD

Contact Person Email:

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VirginiaGeriatrics.Org

calexander — Wed, 21 Sep 2016 20:17:05 +0000

Virginia Commonwealth University School of Medicine

Abstract:

The VirginiaGeriatrics.Org website consists of 6 primary resources and a secondary list of resources for further research. These primary resources include a video archive of the geriatric grand round lecture series, interactive pre-clinical basic science geriatric case studies for medical students, more advanced geriatric case studies for clinical residents, a quick consult guide for geriatric consults, an "ask the expert" discussion resource, and various educational materials related to the Virginia Geriatrics Society Conference. Additionally, spread through the website are external educational resources to complement the core material. Finally, there are some resources for patients and families that may be interested in contacting clinics and/or geriatricians.

Educational objectives:

Listed through 6 primary education sections (Grand Rounds, Med Student Materials, Resident Materials, Quick Consults, Ask the Expert, etc)

Content Categories:

Diseases

Intended learner audience:

Fellow

2 MM: Identify medications that should be avoided

Other Intended Learner Audiences:

RESIDENTS

Geriatric Competencies:

MEDICATION MANAGEMENT

3 MM: Document a patient’s medication list

4 CBD: Compare and contrast presentations of the 3D's

5 CBD: Formulate a diagnosis and evaluate the 3D's

9 SCC: Assess and describe functional abilities

10 SCC: Develop management plan for patients with functional deficits

FALLS, BALANCE, GAIT DISORDERS

12 FBG: Ask about falls and intrepret tests

13 FBG: Construct diagnosis and evaluation plan for fallen patient

HEALTH CARE PLANNING AND PROMOTION

15 HCP: When to override standard recommendations for screening tests

16 HCP: When to override recommendations for treatment

ATYPICAL PRESENTATION OF DISEASE

17 ATYP: Identify 3 physiologic changes for each organ system

18 ATYP: Diagnose based on unique presentations of common conditions

PALLIATIVE CARE

19 PC: Assess and manage pain and non-pain symptoms

23 HOSP: Explain risks, indications, alternatives, and contraindications for Foley catheter use

24 HOSP: Explain risks, indications, alternatives, and contraindications for restraint

25 HOSP: Communicate a discharge plan

Learning resource types:

Case-Based Instruction/Learning

Evaluation Tool

Independent/Self-Directed Learning

Simulation

Standardized Patient

Study Guide/Lab Guide

Obstetrics and Gynecology

Discipline/specialty:

Family Medicine

Human Behavior

Palliative Care

Pharmacology/Toxicology

Estimated time to complete:

1 hour 30 minutes

POGOe Id:

21926

Date posted:

Thu, 09/22/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 09/22/2016

CME credits available

Not peer reviewed

None Selected

Virginia Geriatrics

Posting status:

Posted

Resident Level Competencies:

Complex or Chronic Illness(es) in Older Adults

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Contact Person Email:

Interprofessional Geriatric Education and Training in Texas: Elder Mistreatment

Natalie Lavelle — Wed, 21 Sep 2016 16:21:41 +0000

University of North Texas Health Science Center (UNTHSC) Texas College of Osteopathic Medicine (TCOM) Reynolds Interprofessional Geriatric Education and Training in Texas (IGET-IT)

Abstract:

Although estimates vary, it is generally believed that 11% of the elderly are abused. According to the National Incidence Study on Elder Abuse, approximately 450,000 elderly experienced abuse each year. If self-neglect is included, the number increases to 551,000. Elder mistreatment is too large of a problem for any one person or one discipline to resolve. Incorporating the expertise of all the members of the interprofessional healthcare team is critical to determine the facts in the situation and the motives of the people involved. Healthcare providers can only see what is presented in the clinical setting. There is so much of the story that may not be manifested in a routine exam and encounter. Having all team members knowledgeable about the sometimes subtle signs of elder mistreatment is helpful for eliciting information and devising a holistic intervention plan.

The University of North Texas Health Science Center (UNTSHC) Reynolds Interprofessional Geriatric Education and Training in Texas (IGET-IT) Program has developed an Elder Mistreatment module as part of the Interprofessional Communication Improvement Modules (ICIM) Elder Safety series. The ICIM Elder Safety modules were created in collaboration with the National Board of Osteopathic Medical Examiners (NBOME) and are supported, in part, by a grant from the Donald W. Reynolds Foundation. The goal of the Elder Safety ICIMs is to provide innovative and sustainable programs to improve the ability of physicians to work with other health disciplines in teams to provide better care for geriatric patients. The care of older adults can be very complex and studies have shown that a team approach can be most effective in leading to quality outcomes.

Educational objectives:

Upon completion of this activity, participants will be able to:

Define “elder mistreatment”
Describe the prevalence of elder mistreatment in the US
Define the multiple forms of elder mistreatment
Identify risk factors for elder mistreatment
List indicators of elder mistreatment
Prioritize the steps of elder mistreatment assessment
Determine the approach for including an elder mistreatment assessment in an IP team model of geriatric assessment

Content Categories:

Patient Safety

Intended learner audience:

Patient

Physician Assistant

Therapist

Geriatric Competencies:

5 CBD: Formulate a diagnosis and evaluate the 3D's

10 SCC: Develop management plan for patients with functional deficits

11 SCC: Identify safety risks in home

Learning resource types:

Case-Based Instruction/Learning

Evaluation Tool

Independent/Self-Directed Learning

Lecture

Discipline/specialty:

Estimated time to complete:

1 hour

POGOe Id:

21924

Date posted:

Wed, 10/05/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 10/05/2016

CME credits available

Not peer reviewed

NBOME Learning Center

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Janice Knebl, DO, MBA

Amy Moss, DO, FACOI, DABHPM

Jennifer Heffernan, MD, CMD

Barbara L. Harty, RN, MSN, GNP

Debra Aaron, PT, DPT, GCS

Lyn Dart, PhD, RD, LD

Brad Cannell, PhD, MPH

Gail M. Berky, MSSW, LMSW, CCM

Contact Person Email:

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Interprofessional Geriatric Education and Training in Texas: Fall Risk Education & Assessment

Natalie Lavelle — Tue, 20 Sep 2016 20:14:54 +0000

University of North Texas Health Science Center (UNTHSC) Texas College of Osteopathic Medicine (TCOM) Reynolds Interprofessional Geriatric Education and Training in Texas (IGET-IT)

Abstract:

Each year, one in every three adults ages 65 or older falls and 2 million are treated in emergency departments for fall-related injuries. The risk of falling increases with each decade of life. The long-term consequences of fall injuries, such as hip fractures and traumatic brain injuries (TBI), can impact the health and independence of older adults. However, falls are not necessarily an inevitable part of aging. In fact, many falls can be prevented. All healthcare professionals can take actions to protect older adults.

The University of North Texas Health Science Center (UNTSHC) Reynolds Interprofessional Geriatric Education and Training in Texas (IGET-IT) Program has developed a Fall Risk Assessment and Education module as part of the Interprofessional Communication Improvement Modules (ICIM) Elder Safety series. The ICIM Elder Safety modules were created in collaboration with the National Board of Osteopathic Medical Examiners (NBOME) and are supported, in part, by a grant from the Donald W. Reynolds Foundation. The goal of the Elder Safety ICIMs is to provide innovative and sustainable programs to improve the ability of physicians to work with other health disciplines in teams to provide better care for geriatric patients. The care of older adults can be very complex and studies have shown that a team approach can be most effective in leading to quality outcomes.

Educational objectives:

Upon completion of this activity, participants will be able to:

Describe risk factors associated with falls in older adults using a comprehensive fall risk assessment.
Identify examination components to assess for fall risk.
Describe how neurocognitive features can contribute to the risk of falls.
Identify four essential tests to assess neurocognitive features.
Describe how sensory factors impact the risk of falls.
Identify exams to assess sensory factors.
Identify the prescription, nonprescription, nutritional supplements, and food/drug interactions that are most frequently associated with an increased fall risk.
Discuss polypharmacy and its impact on fall risk.
Examine the evidence behind nutritional supplements that may help reduce fractures from falls.

Content Categories:

Care Settings & Models

Intended learner audience:

Physician Assistant

2 MM: Identify medications that should be avoided

Geriatric Competencies:

MEDICATION MANAGEMENT

3 MM: Document a patient’s medication list

7 CBD: Perform and interpret a cognitive assessment

9 SCC: Assess and describe functional abilities

10 SCC: Develop management plan for patients with functional deficits

11 SCC: Identify safety risks in home

FALLS, BALANCE, GAIT DISORDERS

12 FBG: Ask about falls and intrepret tests

13 FBG: Construct diagnosis and evaluation plan for fallen patient

25 HOSP: Communicate a discharge plan

Learning resource types:

Independent/Self-Directed Learning

Demonstration

Evaluation Tool

Learner Assessment

Lecture

Biostatistics and Epidemiology

Discipline/specialty:

Physical Medicine and Rehabilitation

Preventive Medicine

Estimated time to complete:

2 hours

POGOe Id:

21923

Date posted:

Wed, 10/05/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 10/05/2016

CME credits available

Not peer reviewed

NBOME Learning Center

Posting status:

Posted

Resident Level Competencies:

Medication Management

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Janice Knebl, DO, MBA

Amy Moss, DO, FACOI, DABHPM

Barbara L. Harty, RN, MSN, GNP

Debra Aaron, PT, DPT, GCS

Lawrence J. Cohen, PharmD, BCPP, FASHP, FCCP, FCP, FNAP

Lynn Dart, PhD, RD, LD

Gail M. Berky, MSSW, LMSW, CCM

Contact Person Email:

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Postoperative Delirium Curriculum For General Surgery Residents

gerigabbard — Wed, 13 Jan 2016 15:44:53 +0000

Johns Hopkins University School of Medicine

Abstract:

According to estimates, 50% of older adults will have an operation after the age of 65 with postoperative delirium being the most common complication in this age group. Even though delirium is common, the diagnosis is often overlooked and improperly treated. The American Geriatric Society surveyed surgical specialists and found that delirium was the geriatric clinical issue having the largest knowledge gap. Most surgical training programs still have little geriatric care incorporated explicitly into the curricula, and little explicit assessment of skills in caring for older patients. There is still a significant gap in formalized delirium education in surgical training programs. Our goal is to address this gap with this postoperative delirium curriculum for general surgery residents. Our objective is that through this geriatric surgical curriculum with a foundation consisting of delirium prevention, assessment, and management will ultimately lead to improved surgical care outcomes for older adults. This is a case based guide to compliment an online module through the Surgical Council of Resident Education (SCORE) website. We designed an online module on the SCORE website on postoperative delirium and this is an interactive case based small group exercise along with pre-post test, mini-cex, pocket card, and consultant check sheet. The case will require learners to go through a real surgical case, identify and modify risk factors, do delirium risk assessment, use a validated delirium screening tool (4AT), and come up with prevention and treatment options.

Educational objectives:

After completion of the curriculum, the surgical resident will be able to:

Identify the pathophysiological causes of postoperative delirium.
Identify risk factors for the development of postoperative delirium.
Recognize interventions to prevent postoperative delirium.
Describe the common presentation of delirium and be able to distinguish delirium from dementia and depression.
Recognize evidence based assessment tools (e.g. 3D CAM, 4AT, etc.) as reliable ways to screen for postoperative delirium.
Describe the major effects that delirium has on surgical and patient outcomes.
Correctly employed a validated delirium assessment tool (e.g. 4AT) to screen postoperative delirium in non-ICU older confused surgical patient.
Calculate the correct delirium risk assessment score for a case scenario.
Propose strategies for mitigating preoperative, intraoperative, and postoperative risk factors for a common general surgery case scenario.
Identify "best-practice" non-pharmacologic and pharmacologic treatment strategies to manage postoperative delirium given a case scenario
Demonstrate to their attending or geriatric consultant the correct use of a validated delirium assessment tool to screen for postoperative delirium in non-ICU older confused surgical patient.
Perform prevention measures and monitor delirium development via evidence based assessment method (e.g 4AT) prior to geriatric consult.

As a result of the curriculum, surgical residents will rate as important that surgeons should know:

1. Treatment strategies for postoperative delirium.

2. How to screen for postoperative delirium using a validated assessment tool.

3. Strategies to prevent postoperative delirium.

Content Categories:

Diseases

Patient Safety

Care Settings & Models

Intended learner audience:

Case-Based Instruction/Learning

Learning resource types:

Learner Assessment

Educational Plan
- 104.64 KB

Discipline/specialty:

Neurology

Surgery

Estimated time to complete:

2 hours

POGOe Id:

21896

Date posted:

Wed, 02/13/2019

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 01/28/2019

No CME credits available

Not peer reviewed

Resident Case Based Guide
- 315.51 KB

4AT
- 161.81 KB

Facilitator Manual
- 98.25 KB

Facilitator Case Guide
- 441.02 KB

Resident Case Answer Key
- 408.85 KB

Pre/Post quiz without Answers
- 92.24 KB

Pre/Post Test Answer guide
- 272.7 KB

Delirium Pocket card
- 244.63 KB

Mini-Cex
- 204.04 KB

Feedback Form
- 182.23 KB

Consultant Check Sheet
- 234.61 KB

Postoperative Delirium Online Module

Assigned Editor:

rramaswamy

Posting status:

Posted

Resident Level Competencies:

Medication Management

Complex or Chronic Illness(es) in Older Adults

Palliative and End of Life Care

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

NM 7/18: Editors notes sent to submission contact for revision.

NM 3/3: Ready to go to editors.

~This was presented at the American Geriatricy Society Meeting and American Delirium Society Meeting.

Because there is a quiz and answer key, should access be limited?

Author(s):

Jennifer Gabbard, MD

Stefan David, MD

Esther Oh, MD

Matthew McNabney, MD

Contact Person/Corresponding Author:

"Jennifer Gabbard, MD"

Contact Person Email:

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Native American Elders Bibliography

sstpeter — Thu, 10 Dec 2015 00:45:26 +0000

Council on Social Work Education Gero-Ed Center

Abstract:

This bibliography contains 24 annotates peer-reviewed articles on Native American elders.

Educational objectives:

This bibliography provides a list of annotated references to support individuals' learning regarding Native American elders.

Content Categories:

Intended learner audience:

Learning resource types:

NativeAmericanElders_2015_Bibliography.docx
- 98.67 KB

POGOe Id:

21885

Date posted:

Tue, 03/01/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 03/01/2016

No CME credits available

Not peer reviewed

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

NM 3/1: Looks good to go.

Author(s):

Authors Multiple

Contact Person/Corresponding Author:

Suzanne St Peter, MSW

Contact Person Email:

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Latino Elders Bibliography

sstpeter — Thu, 10 Dec 2015 00:41:27 +0000

Council on Social Work Education Gero-Ed Center

Abstract:

This bibliography contains 21 annotated peer-reviewed articles regarding Latino elders' health inequities, social relationships, caregiving/caregivers, mental health status and service use, etc.

Educational objectives:

This bibliography provides a list of annotated references to support individuals' learning regarding Latino elders.

Content Categories:

Intended learner audience:

Learning resource types:

LatinoElders_2015_Bibliography.docx
- 97.01 KB

POGOe Id:

21884

Date posted:

Tue, 03/01/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 03/01/2016

No CME credits available

Not peer reviewed

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

NM 3/1: Looks good to go.

Author(s):

Authors Multiple

Contact Person/Corresponding Author:

Suzanne St Peter, MSW

Contact Person Email:

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Grandparents Raising Grandchildren Bibliography

sstpeter — Thu, 10 Dec 2015 00:31:13 +0000

Council on Social Work Education Gero-Ed Center

Abstract:

This bibliography contains a list of 44 annotated peer-reviewed articles on grandparents raising grandchildren -- physical and emotional well-being, emotional strain and health implications, caregiver burden, retirement issues, and other topics.

Educational objectives:

This bibliography provides a list of annotated references to support individuals' learning regarding the issues affecting grandparents who are primary caregivers for their grandchildren.

Content Categories:

Intended learner audience:

Learning resource types:

Grandparents Raising Grandchildren_2015_Bibliography.docx
- 143.79 KB

POGOe Id:

21883

Date posted:

Tue, 03/01/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 03/01/2016

No CME credits available

Not peer reviewed

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

NM 3/1: Looks good to go.

Author(s):

Authors Multiple

Contact Person/Corresponding Author:

Suzanne St Peter, MSW

Contact Person Email:

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Geriatric Care Management Bibliography

sstpeter — Thu, 10 Dec 2015 00:00:54 +0000

Council on Social Work Education Gero-Ed Center

Abstract:

Sixteen current and quality peer-reviewed articles on the field of Geriatric Care Management are annotated in this bibliography.

Educational objectives:

This bibliography provides a list of annotated references to support individuals' learning regarding the important field of Geriatric Care Management.

Content Categories:

Intended learner audience:

Learning resource types:

GeriatricCareManagement_2015_Bibliography.docx
- 141.01 KB

POGOe Id:

21882

Date posted:

Tue, 03/01/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 03/01/2016

No CME credits available

Not peer reviewed

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

NM 3/1: Bib looks good to go. Links work.

Author(s):

Authors Multiple

Contact Person/Corresponding Author:

Suzanne St Peter, MSW

Contact Person Email: