Nursing Care of Elderly Patients (4cr)

Learning outcomes

The student is able to
- apply their knowledge of changes related to ageing, health risk factors and most common illnesses of the elderly in their nursing care
- apply the principles and recommendations related to the assessment of the functional capacity, service needs of elderly patients and service guidance
- apply the main principles of rehabilitation and resource-oriented care while supporting health, functional capacity and care for elderly patients
- apply research data and recommendations in the planning, implementation and assessment of the quality of care for elderly patients
- describe and justify the most common examinations and procedures needed in the nursing care of elderly patients when the general condition of the elderly patient has suddenly deteriorated
- describe the special features of interaction and guidance in the nursing of elderly patients and patients with a memory disorders
- describe and justify the use of digital and technological aids in the monitoring and treating of the health of elderly patients and their rehabilitation

Teaching methods

- Orientation (compulsory attendance)
- Lessons
- Simulation (compulsory attendance)
- Independent work
- Theory test

Time and location

Check course timetable

Learning materials and recommended literature

Act on Supporting the Functional Capacity of the Older Population and on Social and Health Services for Older Persons. 980/2012.
EBM Guidelines. 2018 (updated 2019). Clinical assessment of memory impairment.
EBM Guidelines. 2018. Treatment of a patient with memory disease.
EBM Guidelines. 2018. Memory complaints, mild cognitive impairment and dementia.
EBM Guidelines. Risk factors for and prevention of memory disorders.
EBM Guidelines. Reviewing an elderly patient's medications (soveltuvin osin).
EBM guidelines. Nutritional disorders in the elderly.
Ferraro, K. & Wilmoth, J. 2013. Gerontology: Perspectives and Issues (4th Edition). Springer Publishing Company.
Fimea 2018. Medication of elderly and Meds 75+ database.
Hutchison, L. C. 2015. Fundamentals of Geriatric Pharmacotherapy. ASHP. (Chapters 3-6.) Available at ProQuest Ebook Central.
Nurses collegiality guidelines.
Kwon, S. 2016. Gerontechnology: Research, practice, and principles in the field of technology and aging. New York, NY: Springer Publishing Company, LLC. E-book available.

Alternative completion methods of implementation

All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence are initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the studies or another person designated for the position. The assessment is carried out according to the same assessment criteria and, as a rule, the same grading scale as that adopted for the corresponding study unit or module. The student is entitled to apply for accreditation of prior competence regardless of where, how and when the competence has been acquired. The student may also seek accreditation of competence to be acquired on the job as part of their degree (work-based learning). The student is responsible for demonstrating and verifying their competence and for providing sufficient information.

Co-operation with working life and/or RDI

Not on this course

Important dates

-

Forms of internationality

Exchange students are welcome to the study unit

Student workload

4 cr = 106.8 hours of students work

Content and scheduling

- Changes related to aging
- Risk factors and the most common diseases in elderly health
- Assessment of the functional capacity and service needs of the elderly
- Principles and recommendations for service guidance
- Principles of rehabilitative and resource-oriented nursing in supporting and caring for elderly health and functional capacity
- Utilization of research data and recommendations in the planning, implementation, and quality assessment of elderly nursing care
- Acute situations in elderly nursing care
- Specific features related to interaction and guidance in elderly and dementia care
- Digital and technological aids used in monitoring, caring for, and rehabilitating elderly health

Further information

“students must be present in the first contact session or notify their teacher in charge if they cannot attend. If they fail to notify the teacher of their absence in the first contact session, their enrollment will be rejected. Another student in the queue may be enrolled in the study unit in the place of the absent student.” (Laurea degree regulations) In the case of online studies the lecturer can also specify some other way than participation on an online meeting what is required from the student so that he/she verifies his/her attendance on the study unit

Evaluation scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula, and the level of competence is assessed according to the evaluation criteria listed in the implementation plan for the studies.” (Laurea degree regulations).

Geriatrics and basics of gerontological nursing: tests, tasks, and discussions HYV/HYL
Elderly nursing YleSh - exam H-5
Tasks H-5
Workshop: HYV/HYL

In this study unit the assessing of the competences will be done by using the criteria set for requirement level I.

“Students who has failed to demonstrate their competence in accordance with the approved level must supplement or retake their study attainment in a manner and schedule defined by the teacher of the study unit. Laurea provides examination retake dates. Students must register for these examinations no later than 10 days before the retake date. A failed exam or other study attainment can be retaken twice. A failure to attend an actual examination is considered to be one completion attempt." (Laurea degree regulations.)

Assessment criteria, fail (0)

Student does not fulfill the assessment criteria

Assessment criteria, satisfactory (1-2)

To achieve grade 1 (or pass) student must be able to
- use essential professional concepts when explaining various work practices and situations
- search for information in different sources
- report
- work under guidance using the skills and methods learned
- interact with customers and/or co-operation partners
- receive guidance
- work as a member of a team
- plan the progress of their work and use of time under guidance
- work safely and in accordance with the professional code of conduct
- follow the provided instructions and rules

Assessment criteria, good (3-4)

To achieve grade 3 student must be able to
- use professional concepts in a consistent manner when explaining various work practices and situations
- gather information and use their knowledge basis
- report in the agreed manner
- work using the skills and methods learned
- engage in professional interaction with customers and/or co-operation partners and identify their needs
- take part in guidance and utilise it
- engage in goal-oriented work in a team
- plan and manage the progress of their work and use of time
- detect safety-related risks
- justify their actions in accordance with the professional code of conduct

Assessment criteria, excellent (5)

To achieve grade 5 student must be able to
- use professional concepts extensively
- compare and choose
- relevant information
- report and communicate in a professional manner
- work independently, using the skills and methods learned
- take responsibility for interaction with customers and/or co-operation partners and for responding to their needs
- anticipate their need for guidance
- promote the team’s work and team spirit
- manage their time appropriately, completing the agreed tasks at the required quality level
- work responsibly, applying the skills and methods learned
- plan and evaluate their work, taking safety and/or ethical aspects into consideration