The Portal of Geriatrics Online Education

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Interprofessional Geriatric Oncology 1: Risk Assessment Treatment Options in Older Adults with Cancer

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Intended Learner Audiences: 
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
1
Abstract: 

Sixty percent of new cancers are diagnosed in patients 65 years and older. Cancer is the leading cause of death for men and women age 60-79. Healthcare professionals are making strides in addressing this issue through comprehensive risk assessments and exams to identify the issue early; as well as provide the patient with treatment options for care. This module examines geriatric oncology, assessments and treatment options for older adults with cancer.

Educational objectives: 

Upon completion of this module, the participant will be able to:

  1. Provide a geriatric perspective on cancer care
  2. Discuss the importance of individual risk assessment for cancer treatment options
  3. Discuss decision-making points for older adults with cancer and the cultural factors that influence decision-making.
  4. Recognize the legal and ethical concepts that influence health professionals ability to assist in decision-making with patients and families.
  5. Discuss the physiologic effects of cancer and cancer treatment on the nutritional status of older adults and provide methods to assess and offer nutritional support
Additional information/Special implementation requirements or guidelines: 

Technical Requirements and Notes:

This learning module uses Adobe Flash media and may require you to add a browser "plug-in" in order to display properly. Most computers already have this free plug-in installed. But, if yours does not, it is very easy to download and install. Try the module first because the software is "smart" enough to detect the Flash player. If the module doesn't begin, you will be automatically prompted to download the plug-in.

The module contains links to external websites which will open in a new browser window. Your browser's back button will not return to the module, so these new windows should be closed.

In order to track your progress, you must create an account and fill out a brief demographic profile. Once the profile has been created, you can log directly into the course.

Date posted: 
Wed, 08/01/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 08/01/2012
Contact Person/Corresponding Author:



Suggested Citation:
, , and . Interprofessional Geriatric Oncology 1: Risk Assessment Treatment Options in Older Adults with Cancer. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/255

Elder Care: A Resource for Interprofessional Providers: Elder Abuse: Clinician Reporting

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Elder Abuse: Clinician Reporting is one of a continuing series of practical, evidence based, Provider Fact Sheets which summarize key geriatric topics and provide clinically useful assessments and interventions. Initially developed for remote, rural clinical sites, they are useful for students and health care professionals from many fields and across a very broad range of health care settings.

Educational objectives: 

After reading this issue of Elder Care, you should be able to…

  1. Identify reasons why clinicians fail to report elder abuse to Adult Protective Service (APS) agencies
  2. State current recommendations about screening for elder abuse
  3. Report suspected elder abuse to APS and know what to expect in terms of a response from APS.
Additional information/Special implementation requirements or guidelines: 

Subscribers to POGOe are free to reprint Elder Care on their own stationery or in other publications without obtaining specific permission, so long as

  1. content is not changed,
  2. no one is charged a fee to use or read the publication,
  3. authors and their affiliated institutions are noted without change, and
  4. the reprint includes the following statement: “Reprinted courtesy of the Arizona Reynolds Program of Applied Geriatrics and the Arizona Geriatric Education Center."
Publications from, presentations from, and/or citations to this product: 

The Elder Care provider sheets are occasionally published in the Arizona Geriatrics Society Journal, which is published twice yearly. (Available at www.reynolds.med.arizona.edu/EduProducts/ElderCareProviderSheets.cfm)

Date posted: 
Wed, 02/29/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 03/14/2018
Contact Person/Corresponding Author:



Suggested Citation:
and . Elder Care: A Resource for Interprofessional Providers: Elder Abuse: Clinician Reporting. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/255

(Y6S1) ELDER Project: Palliative Care - Basic Principles

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Intended Learner Audiences: 
Product Information
Estimated time to complete: 
1
Abstract: 

This session is based on the ELNEC (End of Life Nursing Educational Consortium) curriculum and contains activities and information regarding best practices in end of life care. The module focuses on basic principles of palliative care including dying well, sources of suffering, life closure, quality of life, causes of death, interdisciplinary teams, and hospice services and billing. There are several suggested group activities. Both licensed and unlicensed professionals are the target audience.

Educational objectives: 
By the end of the session, the participant will be able to:
  1. Discuss the concept of “dying well” and how it applies to end-of-life (EOL) care.
  2. Compare and contrast the concepts of palliative care and hospice care.
  3. Describe the role of the health care team in providing quality palliative care for elder patients in various care settings.
Publications from, presentations from, and/or citations to this product: 

City of Hope & the American Association of Colleges of Nursing, 2007; Revised, 2010. The End-of-Life Nursing Education Consortium (ELNEC)- Geriatric Training Program and Curriculum is a project of the City of Hope (Betty R. Ferrell, PhD, FAAN, Principal Investigator) in collaboration with the American Association of Colleges of Nursing (Pam Malloy, RN, MN, OCN, Co-Investigator).

American Association of Colleges of Nursing. (2009). End-of-Life Nursing Education Consortium (ELNEC) Factsheet. Retrieved February 9, 2009, from http://www.aacn.nche.edu/elnec/about.htm
Wilkie, D. J., Judge, M. K., Wells, M. J., & Berkley, I. M. (2001). Excellence in teaching end-of-life care: A new multimedia toolkit for nurse educators. Nursing and Health Care Perspectives, 22, 226 -230.

http://www.ct.gov/longtermcare/cwp/view.asp?a=1398...
©2001 D.J. Wilkie & TNEEL Investigators

Date posted: 
Mon, 06/25/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 06/25/2012
Contact Person/Corresponding Author:



Suggested Citation:
and . (Y6S1) ELDER Project: Palliative Care - Basic Principles. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/255

(Y5SJI) ELDER Project: Cultural Diversity: Judaism and Islam

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Intended Learner Audiences: 
Product Information
Estimated time to complete: 
1
Abstract: 

 


Both licensed and unlicensed participants discuss the role of religion, traditional health care beliefs, social values, and family structure of several different cultures and the impact these factors have on health care.



Educational objectives
  1.  
Educational objectives: 
  1. Compare and contrast the belief systems of Judaism and Islam.
  2. Discuss the role of religion, traditional health care beliefs, social values, and family structure of Judaism and Islam and the impact these factors have on health care.
  3. Identify specific culturally sensitive practices that can be incorporated into your work with Jewish and Muslim patients.
  4. Define culture and how it is reflected in our everyday lives.
  5. Distinguish between visible and invisible aspects of culture.
  6. Explain how the invisible aspects of culture influence the visible aspects of culture.
  7. Specific cultures include African American, Hispanic, Asian Indian, Jewish, Islam, Vietnamese, and Russian.
  8. Define and discuss components associated with cultural competence.
  9. Acknowledge healthcare disparities amongst cultures within healthcare.
Publications from, presentations from, and/or citations to this product: 

 

Date posted: 
Sun, 01/01/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sun, 12/18/2011
Contact Person/Corresponding Author:



Suggested Citation:
and . (Y5SJI) ELDER Project: Cultural Diversity: Judaism and Islam. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/255

(Y5SJ) ELDER Project: Cultural Diversity: Jamaican Culture

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Both licensed and unlicensed participants discuss the role of religion, traditional health care beliefs, social values, and family structure of several different cultures and the impact these factors have on health care.

Educational objectives: 
  1. Discuss the role of religion, traditional health care beliefs, social values, and family structure of Jamaican Culture and the impact these factors have on health care.
  2. Identify specific culturally sensitive practices that can be incorporated into your work with Jamaican patients and American Jamaican patients.
  3. Define culture and how it is reflected in our everyday lives.
  4. Distinguish between visible and invisible aspects of culture.
  5. Explain how the invisible aspects of culture influence the visible aspects of culture.
  6. Specific cultures include African American, Hispanic, Asian Indian, Jewish, Islam, Vietnamese, and Russian.
  7. Define and discuss components associated with cultural competence.
  8. Acknowledge healthcare disparities amongst cultures within healthcare.
Publications from, presentations from, and/or citations to this product: 
  1. The Ethno geriatric Curriculum from the RIGEC (Rhode Island Geriatric Education Center) website. · http://www.uri.edu/outreach/rigec/minority_health.html
  1. Online course designed to foster cultural competence among nurses supported by the Office of Minority Health; ·American Institutes for Research. (2002). Teaching cultural competence in health care: A review of current concepts, policies and practices. Report prepared for the Office of Minority Health. Washington, DC: Author.
  1. A Georgetown-based series on cultural awareness, self-assessment and personal identity, and communication in a multicultural environment - Gilbert, J., Goode, T. D., & Dunne, C. (2007). Cultural awareness. From the Curricula Enhancement Module Series. Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development.   
  1. On-line learning experience on health literacy, Unified Health Communication 101: Addressing Health Literacy, Cultural Competency, and Limited English Proficiency, supported by the U.S. Department of Health and Human Services (DHHS) - Links to the Tool: This tool is available at: http://www.hrsa.gov/publichealth/healthliteracy/
  1. Bernal, H.,  & Froman, R. (1993) Influences on the cultural self-efficacy of community health nurses. Journal of Transcultural Nursing, 4 (2), 24-31.
  1. Camphina-Bacote, J. (2008). The process of cultural competence in the delivery of healthcare services. Retrieved December 1, 2008 from: http://www.transculturalcare.net/Publications.htm
  1. Office of Minority Health. (2007). National standards on Culturally and linguistically appropriate services (CLAS). Retrieved December 15, 2008 from http://www.omhrc.gov/templates/browse.aspx?lvl=2&lvlID=15
  1. A comprehensive curriculum in the health care of elders from diverse ethnic populations for training in all health care disciplines. It was developed by representatives from over 30 Geriatric Education Centers and includes five Core Curriculum modules and eleven Ethnic Specific Modules to be used in conjunction with the Core Curriculum. Available at http://www.stanford.edu/group/ethnoger/index.html.
  1. National Center for Cultural Competence Curricula Enhancement Module Series.  Cultural Awareness.  Retrieved on June 28th, 2010 from http://www.nccccurricula.info/awareness/index.html.  
Date posted: 
Thu, 02/14/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 02/14/2013
Contact Person/Corresponding Author:



Suggested Citation:
and . (Y5SJ) ELDER Project: Cultural Diversity: Jamaican Culture. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/255

(Y5SH) ELDER Project: Cultural Diversity: Haitian Culture

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Intended Learner Audiences: 
Product Information
Estimated time to complete: 
1
Abstract: 

Both licensed and unlicensed participants discuss the role of religion, traditional health care beliefs, social values, and family structure of several different cultures and the impact these factors have on health care.

Educational objectives: 
  1. Discuss the role of religion, traditional health care beliefs, social values, and family structure of Haitian Culture and the impact these factors have on health care.
  2. Identify specific culturally sensitive practices that can be incorporated into your work with Haitian patients and American Haitian patients.
  3. Define culture and how it is reflected in our everyday lives.
  4. Distinguish between visible and invisible aspects of culture.
  5. Explain how the invisible aspects of culture influence the visible aspects of culture.
  6. Specific cultures include African American, Hispanic, Asian Indian, Jewish, Islam, Vietnamese, and Russian.
  7. Define and discuss components associated with cultural competence.
  8. Acknowledge healthcare disparities amongst cultures within healthcare.
Publications from, presentations from, and/or citations to this product: 

 

  1. The Ethno geriatric Curriculum from the RIGEC (Rhode Island Geriatric Education Center) website. · http://www.uri.edu/outreach/rigec/minority_health.html
  1. Online course designed to foster cultural competence among nurses supported by the Office of Minority Health; ·American Institutes for Research. (2002). Teaching cultural competence in health care: A review of current concepts, policies and practices. Report prepared for the Office of Minority Health. Washington, DC: Author.
  1. A Georgetown-based series on cultural awareness, self-assessment and personal identity, and communication in a multicultural environment - Gilbert, J., Goode, T. D., & Dunne, C. (2007). Cultural awareness. From the Curricula Enhancement Module Series. Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development.   
  1. On-line learning experience on health literacy, Unified Health Communication 101: Addressing Health Literacy, Cultural Competency, and Limited English Proficiency, supported by the U.S. Department of Health and Human Services (DHHS) - Links to the Tool: This tool is available at: http://www.hrsa.gov/publichealth/healthliteracy/
  1. Bernal, H.,  & Froman, R. (1993) Influences on the cultural self-efficacy of community health nurses. Journal of Transcultural Nursing, 4 (2), 24-31.
  1. Camphina-Bacote, J. (2008). The process of cultural competence in the delivery of healthcare services. Retrieved December 1, 2008 from: http://www.transculturalcare.net/Publications.htm
  1. Office of Minority Health. (2007). National standards on Culturally and linguistically appropriate services (CLAS). Retrieved December 15, 2008 from http://www.omhrc.gov/templates/browse.aspx?lvl=2&lvlID=15
  1. A comprehensive curriculum in the health care of elders from diverse ethnic populations for training in all health care disciplines. It was developed by representatives from over 30 Geriatric Education Centers and includes five Core Curriculum modules and eleven Ethnic Specific Modules to be used in conjunction with the Core Curriculum. Available at http://www.stanford.edu/group/ethnoger/index.html.
  1. National Center for Cultural Competence Curricula Enhancement Module Series.  Cultural Awareness.  Retrieved on June 28th, 2010 from http://www.nccccurricula.info/awareness/index.html.  

 

Date posted: 
Sun, 01/01/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sun, 12/18/2011
Contact Person/Corresponding Author:



Suggested Citation:
and . (Y5SH) ELDER Project: Cultural Diversity: Haitian Culture. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/255

(Y5SAA) ELDER Project: Cultural Diversity: African American Culture

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Intended Learner Audiences: 
Product Information
Estimated time to complete: 
1
Abstract: 

ELDER Project, Year 5 of 6: This is session 7 of 13 focused on culture, and is designed to teach licensed and unlicensed health care professionals about the African American Culture. Content includes the role of religion, traditional health care beliefs, social values, and family structure and their impact on health.

Educational objectives: 
  1. Discuss the role of religion, traditional health care beliefs, social values, and family structure of African Americans and the impact these factors have on health care.
  2. Identify specific culturally sensitive practices that can be incorporated into your work with African American patients.
  3. Examine historical influences that shape the attitudes of some African Americans in relation to current day healthcare.
Publications from, presentations from, and/or citations to this product: 

 

  1. The Ethno geriatric Curriculum from the RIGEC (Rhode Island Geriatric Education Center) website. · http://www.uri.edu/outreach/rigec/minority_health.html
  1. Online course designed to foster cultural competence among nurses supported by the Office of Minority Health; ·American Institutes for Research. (2002). Teaching cultural competence in health care: A review of current concepts, policies and practices. Report prepared for the Office of Minority Health. Washington, DC: Author.
  1. A Georgetown-based series on cultural awareness, self-assessment and personal identity, and communication in a multicultural environment - Gilbert, J., Goode, T. D., & Dunne, C. (2007). Cultural awareness. From the Curricula Enhancement Module Series. Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development.
  1. On-line learning experience on health literacy, Unified Health Communication 101: Addressing Health Literacy, Cultural Competency, and Limited English Proficiency, supported by the U.S. Department of Health and Human Services (DHHS) - Links to the Tool: This tool is available at: http://www.hrsa.gov/publichealth/healthliteracy/
  1. Bernal, H.,  & Froman, R. (1993) Influences on the cultural self-efficacy of community health nurses. Journal of Transcultural Nursing, 4 (2), 24-31.
  1. Camphina-Bacote, J. (2008). The process of cultural competence in the delivery of healthcare services. Retrieved December 1, 2008 from: http://www.transculturalcare.net/Publications.htm
  1. Office of Minority Health. (2007). National standards on Culturally and linguistically appropriate services (CLAS). Retrieved December 15, 2008 from http://www.omhrc.gov/templates/browse.aspx?lvl=2&lvlID=15
  1. A comprehensive curriculum in the health care of elders from diverse ethnic populations for training in all health care disciplines. It was developed by representatives from over 30 Geriatric Education Centers and includes five Core Curriculum modules and eleven Ethnic Specific Modules to be used in conjunction with the Core Curriculum. Available at http://www.stanford.edu/group/ethnoger/index.html.
  1. National Center for Cultural Competence Curricula Enhancement Module Series.  Cultural Awareness.  Retrieved on June 28th, 2010 from http://www.nccccurricula.info/awareness/index.html.

 

Date posted: 
Sun, 01/01/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 04/30/2013
Contact Person/Corresponding Author:



Suggested Citation:
and . (Y5SAA) ELDER Project: Cultural Diversity: African American Culture. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/255

(Y4S1) ELDER Project Teams and Teamwork: Introduction

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Intended Learner Audiences: 
Product Information
Estimated time to complete: 
1
Abstract: 

This module begins to explore the importance and benefits of working as a collaborative team within the geriatric setting. Working as a team achieves resutls with geriatric patients that individuals within the team can not achieve in isolation.  Topics in session 1 include collaborative practice; working as an interdisciplinary team and exploration of the different types of teams.

Educational objectives: 
  1. Discuss the elements of collaborative practice.
  2. Identify the need for and importance of collaboration and interdisciplinary teams.
  3. Describe the different types of teams.
Publications from, presentations from, and/or citations to this product: 

GITT Resource Center of the John A. Hartford Foundation Geriatric Interdisciplinary Team Training Program. (2003). GITT. New York: New York

Tower Building Activity: For Team Building developed by: Donald E. Gibson, Ph.D., Professor of Management, Chair, Management Department, Charles F. Dolan School of Business, Fairfield University

Date posted: 
Sun, 01/01/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 02/26/2013
Contact Person/Corresponding Author:



Suggested Citation:
and . (Y4S1) ELDER Project Teams and Teamwork: Introduction. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/255

Gray Matters - Exploring the Mature Mind

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Gray Matters, a 27-minute documentary on the aging brain, focuses on the positive aspects of aging and on steps individuals can take to preserve their cognitive health as they age. The documentary features clinical and academic experts in several fields, but is also intended for general audiences. It is appropriate for college and graduate level health science classes, community groups, hospitals, senior centers and other audiences.

Additional information/Special implementation requirements or guidelines: 

This is a project of the Wyoming Geriatric Education Center (WyGEC) with funding from UW Division of Social Work, Richard Chatham, the Wyoming Department of Health - Office of Multicultural Health, Cheyenne Regional Medical Center, the UW Area Health Education Center and with WyGEC funds provided by the Ellbogen Foundation for Excellence. In-kind support was provided by AARP Wyoming and the St. John’s Institute for Cognitive Health in Jackson, WY.

The video was produced by Wyoming PBS, a public television station licensed to Central Wyoming College, and Wyoming AARP. It is preceeded by several messages from these sponsors. 

Date posted: 
Mon, 03/11/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 03/11/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , and . Gray Matters - Exploring the Mature Mind. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/255

PSA Screening for Prostate Cancer

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

This presentation provides an overview of prostate cancer, principles of screening and associated advantages/disadvantages, as well as recommendations for individuals. Two problem-case learning cases are also included.

Date posted: 
Tue, 04/23/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 04/23/2013
Contact Person/Corresponding Author:



Suggested Citation:
and . PSA Screening for Prostate Cancer. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/255

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