Introduction
Despite the development of nursing care, older adults are still a group, approaches to which require careful consideration because of the distinctive and frequent complicators that accompany the treatment of such individuals. The course is devoted to gerontological nursing and complementary competencies for care. This reflection paper will examine six core competencies: the complexity of care, nursing care models, plans of care, resources for care, ageism, and the importance of advocating for older adults.
The Complexity of Nursing Care of the Older Adult
After careful consideration of the course, I achieved this competency by structuring key points that distinguish gerontological nursing from other forms of care. It is possible to outline factors that complicate the nursing care of older adults as an example of new knowledge achieved. Those are senior health problems, chronic conditions, and brain and physical health deteriorations associated with aging (Maner & Yeager, 2018). I intend to use this knowledge while providing care by paying particular attention to the crucial points mentioned, along with critical thinking as a transferable skill.
Nursing Care Models
I achieved this competency by comparing nursing care models and noting their specificity to older adults. As an example of new knowledge achieved, it is possible to outline two ways service can be delivered I believe are essential for older adults. They are a team nursing model, enabling to show an aged patient as much care and communication as possible while not neglecting age-related complicators and the primary nursing model that is most useful in meeting the needs of patients with complex conditions (Dubois et al., 2013). I intend to use this knowledge while providing care by choosing the more appropriate model to benefit my patients while also applying teamwork as a transferable skill.
Designing the Plan of Care of the Older Adult
I achieved this competency by reviewing the structure of the standard plan of care and highlighting crucial for elderly patients, points to pay attention to. As an example of new knowledge achieved, it is possible to outline that I found emotional and psychological support, personal preferences, and the costs of the services more significant to older individuals than to younger patients (Maner & Yeager, 2018). I intend to use this knowledge while providing care by choosing the more appropriate model to benefit my patients while also applying teamwork as a transferable skill.
Resources for Safe and Effective Care
I achieved this competency by carefully examining resources vital to safe and effective care, specifically for older patients. As an example of new knowledge achieved, it is possible to outline that I found financial aid, support groups, and family crucial for an elderly individual to stay mentally healthy and be enabled to have affordable caregiving services (Maner & Yeager, 2018). I intend to use this knowledge while providing care by paying the most attention to resources that are the most beneficial and effective for older patients’ care, applying analytical reasoning as a transferable skill.
Ageism, Professional Values, Attitudes, and Expectations
I achieved this competency by carefully examining modules 9 and 10 and outlining what I believe is crucial while communicating with an elderly patient. As an example of new knowledge achieved, it is possible to outline attitudes I found to be beneficial. Those are to be more egalitarian, interested in provide-raised topics, and less likely to use “elderspeak: and assume that a patient is cognitively impaired (Maner & Yeager, 2018). I intend to use this knowledge while providing care by ensuring that my professional attitude is not deteriorated by interacting with older patients while also applying adaptability as a transferable skill.
Nursing – Advocating and Managing Care of the Older Adult
I achieved this competency by carefully examining the need for advocating for older adults in the management of care, its profound meaning, and highlighting the key points. As an example of new knowledge achieved, it is possible to reveal that I found such actions as managing logistics, creating empowering solutions, resolving communication breakdowns, and asking for informed choices potentially useful (Maner & Yeager, 2018). I intend to use this knowledge while providing care by ensuring that life is not frustrating for older patients while also applying active listening as a transferable skill.
Conclusion
It is well-known that providing care for elderly individuals is more complex compared to other groups of patients. However, in this course, I have learned such helpful competencies as knowledge of complicators, nursing care models, effective plans of care, resources needed for care, and advocating for older patients. I expect those transferable skills gained to be of particular importance while delivering high-quality care in the future.
References
Dubois, C. A., D’amour, D., Tchouaket, E., Clarke, S., Rivard, M., & Blais, R. (2013). Associations of patient safety outcomes with models of nursing care organization at unit level in hospitals. International Journal for Quality in Health Care, 25(2), 110-117. Web.
Maner, S. F., & Yeager, J. (2018). Gerontological nursing (6th ed.). Jones and Bartlett Publisher.