NUR 601 Week 3 Discussion: Geriatric Assessment Tools

NUR 601 Week 3 Discussion: Geriatric Assessment Tools

NUR 601 Week 3 Discussion Geriatric Assessment Tools

Week 3: Geriatric Assessment Tools

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Review the course library page list of available screening
tools.

Choose two that are appropriate for primary care and discuss
the following:

· explain the
purpose of the tool

· scoring
guidelines

· how you
apply the assessment in practice

*If you would like to present a screening tool that is not
listed, contact your instructor for approval.

part 2

Week 3: Psychiatric Disorders and Screening

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Anxiety and depression are the most common psychiatric
problems you will encounter in your primary care practice.

Review this case study

HPI: KB, 55-year-old Caucasian female who presents to office
with complaints of fatigue. The fatigue has been present for 6 months and seems

NUR 601 Week 3 Discussion Geriatric Assessment Tools
NUR 601 Week 3 Discussion Geriatric Assessment Tools

worse in the morning, improving slightly through the day. KB reports a lack of
energy and “loss of joy”. States” I really don’t feel like going
anywhere or doing anything” Reports she often has difficulty staying on
task and completing projects for work. She reports not feeling hungry and does
not feel rested when she wakes up in the morning. KB is a widow for 2 years,
social events that are couples only can make her symptoms worse. She tries to
do at least one social activity a week but it can be really exhausting. Her
husband died in their car while she was driving him to the hospital and
sometimes driving in that car makes all the memories come back. She recently
got a puppy, which she thought would help with the loneliness but the care of
the puppy seems overwhelming at times. Rest and exercise, specifically yoga and
meditation seem to make her feel better. At this time she does not want to do
either. She has not tried any medications, prescribed or otherwise. She reports
drinking a lot of coffee, but that does not seem to help.

Current medications: Excedrin PM about once a week when she
can’t sleep, seems to help a bit. NKDA.

PMH: no major illnesses. Immunizations up to date.

SH: widowed, employed full time as a manager. Drinks wine, 1
glass every night. No tobacco, no illicit drugs. Previously married while
living in France, reports an abusive relationship. The French government gave
custody of her son to the ex-husband. She returned to US without her son 10
years ago. She sees her son two times a year, they skype and text “all the
time” but she misses him.

FH: Parents are alive and well. Has one son, age 21, he is
healthy but lives in France with his father.

ROS

CONSTITUTIONAL: reports weight loss of 2-3 pounds, no fever,
chills, or weakness reported

HEENT: Eyes: No visual loss, blurred vision, double vision
or yellow sclera. Ears, Nose, Throat: No hearing loss, sneezing, congestion,
runny nose or sore throat.

CARDIOVASCULAR: No chest pain, chest pressure or chest
discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough or sputum.

GASTROINTESTINAL: Reports decreased appetite for about 3
months. No nausea, vomiting or diarrhea. No abdominal pain or blood.

NEUROLOGICAL: No headache, dizziness, syncope, paralysis,
ataxia, numbness or tingling in the extremities. No change in bowel or bladder
control.

GENITOURINARY: no burning on urination. Last menstrual
period 4 years ago.

PSYCHIATRIC: See above. No history of diagnosed depression
or anxiety. Reports experiencing great anxiety during her first marriage due to
verbal and concern for physical abuse, reports feeling very sad and anxious
when divorcing and leaving her son in France years ago. Did not seek treatment
at that time. She started to feel better after about 4 months.

ENDOCRINOLOGIC: No reports of sweating, cold or heat
intolerance. No polyuria or polydipsia

ALLERGIES: No history of asthma, hives, eczema or rhinitis.

Discussion Questions:

1. Research screening tools for depression and anxiety.

· Choose one
screening tool for depression and one screening tool for anxiety that you feel
are appropriate to screen KB.

· Explain why
you chose that particular tool for KB. If you can, attempt to score KB based on
the information provided (not all data may be provided). Include what questions
could be scored, and your calculated score for the questions you scored. Interpret
the score based on the screening tool interpretation ranges.

2. Identify your next step for evaluation and treatment for
KB.

· What
medication, if any, would you recommend for treatment? Provide the EBP
rationale. This rationale should include the medication class, mechanism of
action of the medication and why this medication is appropriate for KB. Include
initial prescribing information.

· If the
medication works as expected, when should KB expect to start feeling better?

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NUR 601 Week 3 Discussion: Geriatric Assessment Tools Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.