96726 Caring for an Older Person
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject is designed to develop students' knowledge and skills in caring for an older person across a range of healthcare settings. A particular emphasis is placed on evidence-based assessment and care of the older person with chronic illness and/or geriatric syndromes. In response to a rapidly ageing population, students are encouraged to embrace the multiple opportunities and challenges in caring for an older person with the aim of providing person-centred care and ensuring the best possible health outcomes for older people.
Subject learning objectives (SLOs)
| A. | Integrate knowledge of the normal ageing process and markers of deteriorating health in care of the older person |
|---|---|
| B. | Appraise strategies aimed to promote healthy and productive ageing |
| C. | Select and apply the most relevant assessment tools and care approaches for responding to selected geriatric syndromes in the older person |
| D. | Apply the principles of person-centred care and critique the challenges in planning and delivering safe and effective person-centred care for older people across a range of care settings |
| E. | Demonstrate effective communication and support for older people, including their family/informal caregivers. |
| F. | Utilise appropriate evidence-based strategies for developing resilience and wellbeing for the health care workforce, older people and their families/significant others and/or informal caregivers. |
Teaching and learning strategies
This subject is designed to support students' development as a health care professional who is attuned to the needs of older people. The subject includes a range of educational strategies that explore evidence-based, person-centred care of the older person and encourage integration of this information into clinical practice. These strategies include:
Orientation activities
In preparation for the session, students are expected to undertake activities prior to the first week. These activities
include online readings, videos, interaction with peers, and are important in helping students prepare to engage with the subject and its assessment tasks. Orientation also provides students with an opportunity to meet and interact with peers.
Independent learning activities
Relevant readings, videos, reflections and other activities will be made available online relevant to each learning module. Online modules are designed to deepen students' understanding of specific topics related to caring for an older person. The associated independent learning activities will enhance students’ ability to progress successfully throughout the subject, actively engage in Zoom meetings and complete assessment items effectively.
Zoom meetings
Five Zoom meetings spread evenly over the session will provide opportunities for group activities and discussion, self-assessment, peer review, assessment support and formative feedback from the Subject Coordinator. Zoom meetings will be conducted at times to be negotiated at the commencement of the session, that enable the majority of students to participate. Each meeting will be no longer than two (2) hours in duration.
Feedback
Students will receive regular feedback throughout the subject, through self-assessment and peer review, along with group and individual feedback from the subject coordinator. Feedback is designed not only to increase students' learning and engagement with the subject content, but also to enhance student performance in summative assessment tasks.
Content (topics)
This subject will explore care of the older person across a range of health settings. Content includes a range of topics that are underpinned by evidence-based older person assessment and care:
- Normal ageing processes
- Alterations to normal ageing, chronic illness and common syndromes occurring in older age
- Standards and frameworks for practice
- Common geriatric syndrome/s
- Living well and re-ablement strategies for older people
Assessment
Assessment task 1: Online Reading/Resource and Reflective Discussion Activities (ORaRDAs)
| Intent: | This assessment will encourage students to link subject knowledge and skills learned to their individual work settings. Through three separate and sequential online reading and reflective activity forums, students will be asked to read and reflect upon the concepts of: (i) healthy ageing; (ii) assessment tools and procedures preventing falls and harm from falls in the older person; and (iii) medication safety for the older person. Participation in these forums will support students’ development as advanced practitioners in caring for an older person, and will also prepare them for the simulation scenario and reflective activity that comprises Assessment Two. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D and F This assessment task contributes to the development of graduate attribute(s): .0, .0, .1, .1, .2, .2 and .3 |
| Weight: | 30% |
| Length: | 3 separate initial posts (1 post per concept), 400 words each; 3 separate responses to others' posts (1 post per concept), 100 words each. Total 1500 words +/- 10% (excluding references/appendix) |
Assessment task 2: Dementia: Simulation and Reflection
| Intent: | This assessment is designed to provide a unique insight into the lived experience of dementia. Understanding the lived experience of dementia enables health professionals to develop a deeper appreciation of the challenges of living with dementia, focusing attention on personhood and person-centred care. Through an enhanced understanding of the lived experience, this assessment aims to strengthen relationships with dementia care recipients, colleagues, and ultimately improve quality of care. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, D, E and F This assessment task contributes to the development of graduate attribute(s): .0, .1, .1, .2, .2 and .2 |
| Weight: | 30% |
| Length: | 1500 words +/- 10% (excluding references/appendix) |
Assessment task 3: In-Depth Analysis of a Geriatric Syndrome
| Intent: | This assessment will enable students to take a more analytical approach to the assessment, care and/or management of issues and challenges that typically occur for older people with a geriatric syndrome. An in-depth analysis will assist students to advance their practice care by: (a) increasing their knowledge of one geriatric syndrome and associated issues/challenges; (b) developing their skills as reflective, critical thinkers; and (c) considering ways to improve their individual practice in person-centred care of older people. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D and F This assessment task contributes to the development of graduate attribute(s): .1, .1, .2, .2, .2 and .3 |
| Weight: | 40% |
| Length: | 2000 words +/- 10% (excluding references/appendix) |
Required texts
No required texts
Other resources
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Tel: 1300 ASK UTS (1300 275 887)
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For other resources/information refer to the Faculty of Health website (https://www.uts.edu.au/about/faculty-health) and
UTSOnline at: https://online.uts.edu.au/
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.