Types of elder abuse
Week 1 discussion Question 1 Watch at least 60 minutes of TV, focusing on the depiction of older adults. Analyze and discuss TV programming in the context of at least two of the following: Portrayal of elderly characters Intergenerational themes Conflict in relation to the older population Aging stereotypes or myths Cultural diversity in relation to quality of care Question 2 Discuss your own philosophy of aging. When do you think a person becomes elderly? What do you think of older people? Are they active, senile, debilitated, etc.? Give a description of an elderly person that you know. Week 2 discussion Discussion Question 1 What do you think are the two most prevalent age-related changes that affect the lifestyle of the elderly? How would you help an elderly patient adjust to the two changes you identified? Discussion Question 2 Identify at least two modes of communication you have used for the elderly in your clinical practice. State what modes of communication were effective and which modes were challenging. Explain why. Week 3 discussion Develop a wellness program with a holistic approach for the older adult you identified, using resources available in your community. Discuss how this approach will prove an optimum level of well-being. Week 4 discussion Identify two strategies you can implement to provide comfort to maintain function with an ethnically diverse older adult with a chronic disease? This can be nutrition, ADLs, exercise, etc. Week 5 discussion There are many types of elder abuse.
Types of elder abuse
Choose two types and discuss challenges you perceive in abolishing them. Justify why you consider them as the most crucial. Discuss how you can advocate and protect the elderly from abuse. Week 1 Quiz Quiz Question 1 Which statement correctly describes normal changes of aging? Question 1 options: All age-related changes are the result of disease. When comparing functional abilities of an older client, it is important to not allow social or cultural influences to cloud your assessment. It is usually easy to tell the difference between normal aging and the results of one’s lifelong poor habits. Individual variations are enormous at every age and in every part of the body. Question 2 The nurse is aware the theory of aging most likely to explain why the older population is at risk for autoimmune disorder is known as: Question 2 options: Cross-link theory. Free radical theory. Stochastic theory. Immunity theory. Question 3 A geriatric nurse shows an understanding of one of the major barriers to acquiring research-based geriatric nursing care when: Question 3 options: Recognizing the need to assess the need for sleep differently. Assuming the likelihood that the subjects will have hearing and vision problems. Planning for issues related to the cognitive abilities of the research participants. Planning specific enticements to encourage the geriatric subjects to participate.
Week 1 discussion Question 1
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ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.