NURS 6540 Week 3 Discussion: Models of Interdisciplinary Geriatric Care Teams

NURS 6540 Week 3 Discussion: Models of Interdisciplinary Geriatric Care Teams

Week 3 discussion

Discussion: Models of Interdisciplinary Geriatric Care Teams

With the growing population of frail elders, there is an
increase of geriatric patients requiring ongoing care for multiple medical
conditions. This creates the need for interdisciplinary geriatric care teams.
Often, the dynamics and culture of these teams differ across various sites of
care, such as assisted living, home care, hospitals, long-term care, and
rehabilitation facilities. As an advanced practice nurse, it is important to
understand your role in the care team as well as your potential impact on
patient care. In this Discussion, you explore models of interdisciplinary
geriatric care teams for different sites of care and the varying roles of the
advanced practice nurse.

Consider the following three case studies:

Case Study 1

Mrs. Martinez is an 83-year-old Mexican American widow who
lives in her own home and is cared for by her adult daughter. Mrs. Martinez
owns the home, and her daughter lives with her and provides the care. Her
daughter brought her mother to the clinic today to ask to speak to the social
worker. She requests that her mother be placed in a nursing home. The daughter
states that her mother has nothing to do during the day. The television is on
The Weather Channel most of the day because Mrs. Martinez has limited English
capability and is unable to read closed-captioning. Mrs. Martinez also has two
sons who do not live in the local area, but they do call regularly and check in
with their mother and sister. The two sons are opposed to moving their mother
to a nursing home because they had promised her that they would “never put her
away.”

NURS 6540 Week 3 Discussion: Models of Interdisciplinary Geriatric Care Teams

Case Study 2

Mr. Williams, a 79-year-old African American widower,
resides in a foster care home. He has lived there for 4 years since his wife
died. He is a former minister. His medical history includes long-term diabetes,
high blood pressure, and benign prostatic hypertrophy. The home care provider
has requested a home visit to evaluate Mr. Williams’s ability to remain in the
home. The provider states that because Mr. Williams’s vision is seriously
compromised (he is nearly blind), and because he has been unable to get to the
toilet as quickly as necessary (he is very unsteady on his feet), his care is
becoming burdensome. According to the home care provider, for safety reasons,
Mr. Williams may not fit the criteria for remaining in the foster care home.

Case Study 3

Mrs. Randall is a 77-year-old female who resides in a
long-term care facility. She has a history of frequent falls and is severely
cognitively impaired. The nursing staff at the long-term care facility called
the nurse practitioner at the medical home office to report the recent
development of productive cough and high fever. There have been cases of flu in
the facility; however, Mrs. Randall has had a flu shot. The nurse practitioner
in the office requests a chest x-ray in the long-term care facility. The nurse
on duty in the facility states that there is no portable chest x-ray equipment
available. She further requests that Mrs. Randall be transferred to the
emergency room of the local hospital. Mrs. Randall’s daughter has durable power
of attorney for health care decisions for her mother. The long-term care
facility has notified the daughter of the change in her mother’s condition. The
daughter says whatever the nursing home wants is fine with her.

To prepare:

Review this week’s media presentation, as well as the
American Geriatrics Society and Arbaje et al. articles in the Learning
Resources.

Research models of interdisciplinary geriatric care teams
that are used at various sites, such as assisted living, home care, hospitals,
long-term care, and rehabilitation facilities.

Consider the model used for the interdisciplinary geriatric
care teams at your current practicum site. Compare this model to models used at
other sites.

Reflect on how the role of the advanced practice nurse
differs according to the site of care.

Select one of the three case studies. Consider how care
should be facilitated for the patient in the case you selected based on the
model used for the interdisciplinary geriatric care teams at your practicum
site.

By Day 3

Post a comparison of the model used for the
interdisciplinary geriatric teams at your current practicum site to models used
at other sites. Then, explain how the role of the advanced practice nurse
differs according to the site of care. Finally, explain how care should be
facilitated for the patient in the case you selected based on the model used
for the interdisciplinary geriatric teams at your practicum site.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different
days in one or more of the ways listed below. Respond to colleagues who
selected different case studies than you did.

Offer and support an alternative perspective based on your
own experience and additional literature search.

Validate an idea with your own experience and additional
literature search.

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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.