POGOe - Portal of Geriatrics Online Education - Case-Based Instruction/Learning

Geriatric Palliative Care

Intended learner audience:

APRN

Nurse Educator

Fellow

Entry Level Nursing Student

FALLS, BALANCE, GAIT DISORDERS

Geriatric Competencies:

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

PALLIATIVE CARE

21 PC: Present palliative care as a positive option

Learning resource types:

Introduction: Frailty, Sarcopenia, and Frailty Screening, Diagnosis and Manageme...
- 29.11 MB

Facilitator's Guide

Discipline/specialty:

POGOe Id:

22039

Date posted:

Wed, 08/11/2021

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 06/09/2021

No CME credits available

Not peer reviewed

Mild Frailty.
- 42.98 MB

Moderate Frailty and Falls.
- 58.38 MB

Frailty and Cognitive Symptoms.
- 60.95 MB

Severe Frailty, Dependency and Palliative Care.
- 55.94 MB

Frailty and Depression.
- 46.54 MB

Frailty and Major Neurocognitive Disorder.
- 51.01 MB

Frailty and Cancer.
- 84.41 MB

Posting status:

Posted

Resident Level Competencies:

Cognitive, Affective, and Behavioral Health

Palliative and End of Life Care

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Lubna A. Nasr, MD

Raquel Aparicio-Ugarriza, PhD

Douglas Salguero, MD

Michael J. Mintzer, MD

Contact Person/Corresponding Author:

"Lubna A. Nasr, MD"

Contact Person Email:

Medical Student Synthesis Block - Hazards of Hospitalization

tweyant — Wed, 26 Jun 2019 20:01:13 +0000

University of Nebraska Medical Center

Abstract:

As part of the new curriculum at the University of Nebraska Medical School, geriatrics was utilized as “synthesis block”. This allowed the presentation of geriatric material with the emphasis of review of material previously learned in the core curriculum in preparation for boards. The cases were developed with this emphasis on review with the design to teach the information through a geriatric lens. We addressed several of the major geriatric syndromes while reviewing board-pertinent information through discussion of cases. The cases that follow were presented in the section of the course focused on the hazards associated with hospitalization.

Educational objectives:

1. Identify potential hazards of hospitalization for all older adult patients.
2. Identify potential prevention strategies for potential hazards of hospitalization in older adults.

Intended learner audience:

Learning resource types:

HazardsofHospitalizationPacket.pdf
- 542.44 KB

POGOe Id:

22023

Date posted:

Wed, 07/17/2019

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 06/26/2019

No CME credits available

Not peer reviewed

Assigned Editor:

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

Sent to Ravi 7.16.19

Author(s):

Elizabeth Harlow

Tabitha Berger

Brianna Harder

Debra Mostek

Contact Person/Corresponding Author:

Elizabeth Harlow

Contact Person Email:

Palliative Care of a Patient with End-Stage Liver Disease: An Unfolding Case Study

Wed, 15 Aug 2018 18:37:41 +0000

University of Washington

Abstract:

This case study was developed for use in academic coursework and as a standalone training for health care providers (MDs, ARNP, Pharmacists, Social Workers, Nurses). This unfolding case study about the management of an adult in the midst of a health crisis. This case is a composite of many actual cases seen in clinical practice. During the course of this case study, learners are presented with information as the providers learn of the patient’s emergent and ongoing health concerns – from his Emergency Department admission through the development of his palliative care plan. Learners are asked to make decisions and use their best judgment about how to care for this patient and family.

Educational objectives:

By the end of this case study, the learner will be better able to:

Understand the natural history and disease management of end stage liver disease (ESLD).
Use evidence-based practice to collaboratively develop and refine goals of care for patients with chronic, progressive conditions.
Work interprofessionally to ensure the best quality of care for the patient and family.

Content Categories:

Diseases

Geriatric Palliative Care

Intended learner audience:

Entry Level Nursing Student

Geriatric Competencies:

10 SCC: Develop management plan for patients with functional deficits

PALLIATIVE CARE

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

20 PC: Identifiy psychological, social, and spiritual needs

21 PC: Present palliative care as a positive option

Learning resource types:

Interactive Online Web Module

Other Learning Resource Type:

Discipline/specialty:

Intro to Clinical Medicine/Clinical Skills/Doctoring

Nursing

Palliative Care

Pharmacology/Toxicology

Physical Diagnosis

Estimated time to complete:

2 hours

POGOe Id:

22009

Date posted:

Fri, 09/14/2018

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 08/15/2018

No CME credits available

Not peer reviewed

Palliative Care of a Patient with End-stage Liver Disease

Assigned Editor:

Posting status:

Posted

Resident Level Competencies:

Palliative and End of Life Care

Conflict of Interest Disclosure:

Yes, I (we) have conflict of interest to disclose.

Conflict Description:

Paula Cox has a conflict of interest to disclose. She is a member of the hepatitis B and C Nurse Practitioner Advisory Board for Gilead Sciences. Her role is to review current standards of practice yearly among nurse practitioners in the treatment of chronic hepatitis B and C, and provide an assessment in the gaps between the available literature and current practices. She does receive an honorarium for my advisory role with this manufacturer of commercial products. This is not a conflict of interest for this particular project as this case does not involve the treatment or management of chronic hepatitis B or C.

Author(s):

Paula Cox

Megan Moore

Hilaire J. Thompson

Patricia Kritek

Leigh Ann Mike

Phyllis Christianson

Joelle T. Fathi

Janet Lenart

Marni Levy

Kumhee Ro

Contact Person/Corresponding Author:

Hilaire J. Thompson

Contact Person Email:

Already Expired Email Date:

Wednesday, September 1, 2021 - 2:57pm

ACUTE MANAGEMENT OF OLDER ADULT FOUND DOWN WITH ALTERED MENTAL STATUS

Fri, 13 Apr 2018 22:50:06 +0000

University of Washington School of Nursing

Abstract:

This case study was developed for use in academic coursework and as a standalone training for health care providers (MDs, ARNP, Pharmacists, Social Workers, Nurses). This unfolding case study about the management of an older adult in the midst of a health crisis. This case is a composite of many actual cases seen in Emergency Departments. During the course of this case study, learners are presented with information as the providers learn of the patient’s emergent and ongoing health concerns – from her Emergency Department admission through her Intensive Care Unit stay. Learners are asked to make decisions and use their best judgment about how to care for this patient.

Educational objectives:

Apply knowledge of evidence-based care provision to an older adult found with altered mental status after a ground level fall
Describe the contributions of the interprofessional team to care management
Demonstrate effective communication during handoffs in care

Content Categories:

Intended learner audience:

Geriatric Competencies:

3 MM: Document a patient’s medication list

COGNITIVE AND BEHAVIORAL DISORDERS

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

6 CBD: Determine etiology of delirium

8 CBD: Evaluate and manage agitated patients

10 SCC: Develop management plan for patients with functional deficits

FALLS, BALANCE, GAIT DISORDERS

13 FBG: Construct diagnosis and evaluation plan for fallen patient

ATYPICAL PRESENTATION OF DISEASE

18 ATYP: Diagnose based on unique presentations of common conditions

HOSPITAL CARE FOR ELDERS

22 HOSP: Identify hazards of hospitalizations

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

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

Learning resource types:

CNS/Neuroanatomy/Neuroscience

Other Learning Resource Type:

Interactive website

Discipline/specialty:

Emergency Medicine

Intro to Clinical Medicine/Clinical Skills/Doctoring

Neurology

Nursing

Physical Diagnosis

Estimated time to complete:

2 hours

POGOe Id:

21998

Date posted:

Fri, 07/27/2018

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 05/22/2018

No CME credits available

Not peer reviewed

ACUTE MANAGEMENT OF OLDER ADULT FOUND DOWN

Assigned Editor:

Posting status:

Posted

Resident Level Competencies:

Cognitive, Affective, and Behavioral Health

Hospital Patient Safety

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Hilaire J. Thompson

Julia Thompson Gallego

Patricia Kritek

Janet Lenart

Leigh Ann Mike

Megan Moore

Kumhee Ro

Marni Levy

Phyllis Christianson

Joelle Fathi

Contact Person/Corresponding Author:

Hilaire Thompson

Contact Person Email:

Already Expired Email Date:

Wednesday, September 1, 2021 - 2:56pm

Expires 6mos Email Date:

Tuesday, April 13, 2021 - 1:40pm

Expires 3mos Email Date:

Tuesday, April 13, 2021 - 1:40pm

Iron Deficiency Anemia Across the Lifespan

Mlbailey — Mon, 02 Apr 2018 22:29:52 +0000

University of Central Florida College of Medicine

Abstract:

The Iron Deficiency Anemia across the Lifespan module was created for first-year medical students in the Cellular Function in Medical Genetics Course. The purpose of the module is to teach first-year medical students the basic biochemistry of anemia, the metabolism of iron and common clinical presentations of anemia.

Iron deficiency anemia (IDA) is the most common nutritional deficiency; therefore it is likely that most students will care for patients with IDA sometime during their career. While Anemia is one of the most frequent problems encountered in Primary Care, its diagnosis could be easily overlooked, as the clinical presentation is not usually classic/traditional. For example: tiredness, and lack of energy, may be mistakenly attributed to aging instead of that to anemia. Therefore we thought that an important competency that students need to demonstrate early during training is the ability to recognize clinical presentations of iron deficiency anemia in different age groups. Early exposure and thorough understanding of IDA presentation across the lifespan is important to preparing learners to recognize and treat IDA effectively.

This module incorporates interactive case studies related to the profile of three at risk populations. The case studies are provided at the end of the module for learners to apply principles to virtual patient cases. The module is designed to enhance learning by comparing and contrasting between IDA signs, symptoms and treatment throughout the lifespan. The clinical symptoms and presentations of the cases are adequate for first-semester medical students. Students were given an hour to complete the module, which should be sufficient for students in their first year.

Educational objectives:

Identify common conditions that might predispose a patient to iron deficiency anemia (IDA).
Interpret the signs, symptoms, and laboratory values that are associated with IDA.
Evaluate three case studies resembling groups that are at high risk for IDA.

Content Categories:

Intended learner audience:

Geriatric Competencies:

ATYPICAL PRESENTATION OF DISEASE

18 ATYP: Diagnose based on unique presentations of common conditions

Learning resource types:

Discipline/specialty:

Iron Deficiency Anemia Across the Lifespan

Estimated time to complete:

1 hour

POGOe Id:

21997

Date posted:

Wed, 05/16/2018

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 04/02/2018

No CME credits available

Not peer reviewed

Assigned Editor:

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Monica Bailey

"Mariana Dangiolo, MD"

Contact Person/Corresponding Author:

"""Mariana Dangiolo, MD"""

Contact Person Email:

Already Expired Email Date:

Tuesday, April 13, 2021 - 1:39pm

Already Expired Email 1 month date:

Thursday, September 2, 2021 - 5:56am

Interprofessional Didactic on Medication Reconciliation for Medical and Pharmacy Students

trk4 — Fri, 26 Jan 2018 22:02:15 +0000

University of Chicago Medicine

Abstract:

Introduction
Medical schools are now required to include interprofessional training in which students collaborate with other healthcare professionals. This interprofessional didactic session was created by a pharmacist and physicians to teach a group of medical and pharmacy students about medication reconciliation.
Methods
A physician and pharmacist collaborated to deliver this 50-minute PowerPoint didactic during second-year medical students’ clinical skills course. Participating students included second-year medical students at the author’s institution, plus all pharmacy students rotating at the institution on the day of the didactic, since the author’s institution does not have its own pharmacy school. The didactic consists of lecturing, interprofessional small group work on cases, and large group discussion. Students were surveyed after the didactic to assess their attitudes about the session.
Results
A total of 63 students (54 medical and 9 pharmacy students) attended this didactic. Survey response rate was 58/63 (92%). On a 5-point Likert scale (1=Strongly Disagree, 5=Strongly Agree), students generally agreed that the lecture was valuable (mean +/- SD 4.7 +/- 0.5), provided new information (4.4 +/- 0.7), and should be continued for future students (4.7 +/- 0.5). Students also agreed that their school should have more interprofessional didactics (4.6 +/- 0.6).
Discussion
This 50-minute interprofessional didactic for medical and pharmacy students was highly valued by students, and provides a valuable setting for interprofessional education. This interprofessional didactic can be replicated at other institutions, including medical schools that do not have an on-site pharmacy school.

Educational objectives:

By the end of this activity, learners will be able to:
1. Appreciate the difficulties many patients have with taking medications appropriately.
2. Describe how to approach patients in a collaborative, nonthreatening manner about their medications.
3. Identify how to appropriately obtain and document a patient’s complete medication list.
4. Appreciate the importance of maintaining an accurate medication list during times of transitions of care.
5. Appreciate the value of interprofessional learning.

Content Categories:

Intended learner audience:

Pharmacy Students

Geriatric Competencies:

3 MM: Document a patient’s medication list

Learning resource types:

Lecture

Discipline/specialty:

Intro to Clinical Medicine/Clinical Skills/Doctoring

Pharmacology/Toxicology

Estimated time to complete:

1 hour

POGOe Id:

21991

Date posted:

Thu, 02/15/2018

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 02/15/2018

No CME credits available

Not peer reviewed

A. Interprofessional Didactic Faculty Guide.docx
- 14.75 KB

B. Interprofessional Medication Reconciliation Didactic.pptx
- 1.22 MB

Assigned Editor:

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Tia Kostas, MD

Jiz Thomas

PharmD

Jason Poston

Katherine Thompson , MD

Stacie Levine, MD

Contact Person/Corresponding Author:

"Tia Kostas, MD"

Contact Person Email:

Already Expired Email Date:

Tuesday, April 13, 2021 - 1:39pm

Already Expired Email 1 month date:

Thursday, September 2, 2021 - 5:56am

Expires 3mos Email Date:

Tuesday, November 17, 2020 - 2:54pm

Compendium of Five Case Studies: Lessons for Interprofessional Teamwork in Education and Workplace Learning Environments

laurietraylor — Fri, 01 Dec 2017 23:17:18 +0000

Department of Vetearns Affairs

Office of Academic Affiliations

Abstract:

The VA Centers of Excellence in Primary Care Education began educational activities in Academic Year 2011-2012 to improve primary care education, particularly to harmonize the education of clinician trainees with the emerging and future practice of primary care exemplified by patient centered care such as VA’s Patient Aligned Care Team model for primary care delivery. This volume shares examples of educational strategies that have
emerged from the first four academic years of the project, with each chapter being a case study from a participating site. Each case study reports on the implementation of a curricular element within their unique Center of Excellence. These case studies are intended to be of use to those interested in introducing curricular activities in accredited programs for health profession trainees that will lead to
the advancement of interprofessional, Veteran/patient-centered primary care. These case studies also represent one component of the project’s evaluation plan, designed by Annette Gardner, Ph.D. We have attempted to inform readers about the context of the institutions and readiness for change, the steps each program completed to design and develop strategies, gain leadership commitments,
implement, and evaluate these interventions in the spirit of continuous improvement. Additional reports about the project have been published, are in press, or are in the pipeline. Further, many of the references in this document have full-text available online. We have provided live links for ease of access to these additional resources.

Educational objectives:

Shared Decision-Making: Care is aligned with the values, preferences and cultural perspectives of the patient. Curricula focus is on communication skills necessary to promote patient’s self-efficacy.

Sustained Relationships: Care is designated to promote continuity of care; curricula focus on longitudinal learning relationships.

Interprofessional Collaboration: Care is team based, efficient and coordinated, curricula focus is on developing trustful, collaborative relationships.

Performance Improvement: Care is designed to optimize the health of populations; curricula focus on using the methodology of continuous improvement in redesigning care to achieve quality outcomes.

Content Categories:

Intended learner audience:

Entry Level Nursing Student

Geriatric Competencies:

10 SCC: Develop management plan for patients with functional deficits

Learning resource types:

Discipline/specialty:

VA OAA: Compendium of Five Case Studies: Lessons for Interprofessional Teamwork in Education and Workplace Learning

Estimated time to complete:

More than 3 hours

POGOe Id:

21987

Date posted:

Wed, 05/16/2018

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 05/16/2018

No CME credits available

Peer reviewed

Assigned Editor:

Posting status:

Posted

Resident Level Competencies:

Hospital Patient Safety

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Centers of Excellence in Primary Care Education

Contact Person/Corresponding Author:

laural traylor

Contact Person Email:

Already Expired Email Date:

Thursday, September 2, 2021 - 5:56am

Expires 6mos Email Date:

Tuesday, April 13, 2021 - 1:40pm

Expires 3mos Email Date:

Tuesday, April 13, 2021 - 1:40pm

Advance Directives

mdangiolo — Fri, 19 May 2017 16:04:32 +0000

University of Central Florida College of Medicine

Abstract:

Advance Care Planning (ACP) is more than documenting life-sustaining treatment choices or identifying a surrogate decision-maker; it is a comprehensive, continuing communication and ‘shared decision-making’ process between the patient, family, and medical providers designed to document patient values and goals for treatment.

This interactive self- learning module is designed for undergraduate medical students with the goal of introducing learners to ACP while building their confidence in facilitating difficult conversations with patients. At the beginning of the module, we provide background on ACP including the challenges and benefits associated with the process. We showcase an elderly couple discussing how important it is to have advance directives in place. The second portion of the module reviews the common forms that are used to document advance directives and two patient case scenarios where the students can interact and reflect on the acquired content.

Educational objectives:

Recognize the relevance in conducting and documenting advance directive discussions with patients.
List commonly used advance directives documents.
Develop the skills necessary to engage patients in a discussion about advance directives through the use of realistic patient case scenarios.

Content Categories:

Geriatric Palliative Care

Intended learner audience:

HEALTH CARE PLANNING AND PROMOTION

Geriatric Competencies:

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

Learning resource types:

Discipline/specialty:

Palliative and End of Life Care

Palliative Care

Estimated time to complete:

30 minutes

POGOe Id:

21963

Date posted:

Wed, 07/19/2017

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Sun, 07/19/2020

No CME credits available

Not peer reviewed

Advance Directives

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Mariana B. Dangiolo MD

Adrienne L Gorman PhD

Melissa Cowan

Andrea Berry MPA

Contact Person/Corresponding Author:

Mariana B. Dangiolo MD

Contact Person Email:

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

Other Intended Learner Audiences:

RESIDENTS

Geriatric Competencies:

2 MM: Identify medications that should be avoided

3 MM: Document a patient’s medication list

COGNITIVE AND BEHAVIORAL DISORDERS

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

HOSPITAL CARE FOR ELDERS

22 HOSP: Identify hazards of hospitalizations

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:

Audio

Evaluation Tool

Index/Glossary/Bibliography

Simulation

Standardized Patient

Study Guide/Lab Guide

Video

Discipline/specialty:

Obstetrics and Gynecology

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:

Cognitive, Affective, and Behavioral Health

Hospital Patient Safety

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:

Intended learner audience: