In this paper, the student will select a concept covered in this course and discuss how the concept applies to the older adult population. Discussion should include a description of how the physiology/pathophysiology associated with the concept differs between the older adult and the younger adult. The student will compare, and contrast, problems related to the concept that are frequently experienced by the older adult with problems experienced by the younger adult.
The student will identify a validated tool that can be used to assess the selected concept in the older adult population. If a tool does not exist, the student will verbalize how they arrived at that conclusion and identify a tool that has been validated in other populations for assessment of the concept that will be used. The student will describe the selected tool, its use and scoring, and any factors that could impact scoring/exclusions to use.
The student will identify priority nursing diagnoses, priority nursing interventions, adaptations to plan of care, and patient teaching that can be implemented to prevent common adverse events and optimize patient quality of life.
Appropriate concepts for selection include mobility, nutrition, cognition, pain, tissue integrity, self-regulation, elimination, perfusion, and gas exchange. Other concepts may be considered with instructor approval. Papers should be no longer than 5 pages. At least 3 references, in addition to course texts, should be cited using APA 7th edition formatting. Refer to the rubric for detailed information on scoring. In this paper, the student will select a concept covered in this course and discuss how the concept applies to the older adult population. Discussion should include a description of how the physiology/pathophysiology associated with the concept differs between the older adult and the younger adult. The student will compare, and contrast, problems related to the concept that are frequently experienced by the older adult with problems experienced by the younger adult.
The student will identify a validated tool that can be used to assess the selected concept in the older adult population. If a tool does not exist, the student will verbalize how they arrived at that conclusion and identify a tool that has been validated in other populations for assessment of the concept that will be used. The student will describe the selected tool, its use and scoring, and any factors that could impact scoring/exclusions to use.