THIRD EDITION
Gerontological
Nursing
COMPETENCIES FOR CARE
,
, THE PEDAGOGY
G
erontological Nursing: Competencies for Care, Third Edition drives
comprehension through various strategies that meet the learning
needs of students, while also generating enthusiasm about the topic.
This interactive approach addresses different learning styles, making this the
ideal text to ensure mastery of key concepts. The pedagogical aids that appear
in most chapters include the following:
Learning Objectives These
objectives provide instructors
and students with a snapshot
of the key information they will
encounter in each chapter. They
serve as a checklist to help guide
and focus study. Objectives can
also be found within the text’s
online resources. Use the access
code at the front of your book to
OBJECTIVE
S view these additional resources.
LEARNING reader will
be able to:
s chapter, the
of thi aging proces
s.
ogical
At the end rsing and the of gerontol
related to nu development
ne im po rtant terms t hav e influenced the
> De fi tha
nifican t landmarks
> Outline sig specialty. g.
nursing as
a ogical nursin
s of gerontol hy of aging
.
eral subfield al philosop
> Identify sev s of a person .
beg inn ing ogical rse
nu
> Develop the ique roles of the gerontol cal nursing
practice.
Key Terms Found in a list at the
> Describe
the un gerontologi
standards of g.
scope and ogical nursin ion with the
core
> Discuss the competencies in gerontol
> Examine
core
entials of bac
calaureate
nursing edu cat
beginning of each chapter, these
the nin e ess
rsing. cer cation
tifi
> Compare tological nu e roles, and
competenc
ies in geron
g the educat
ional prepar
ation, practic
ogical nursin
g practice. terms will create an expanded
sh am on ger on tol
> Distingui s of the various levels of
requirement vocabulary. The “www” icon
ng
directs students to the text’s online
ical nursi
S Gerontolog ilitation nu
rsing
KEY TERM ical rehab resources to see these terms in
Gerontolog
Ageism Ge ron tolog y
Attitudes
Certificat
ion
Gerocompe
tencies
an interactive glossary and use
petencies
Core com
Geriatrics
flashcards and word puzzles to
© iStockpho
nail the definitions. Use the access
to/Thinkstock
code at the front of your book to
view these additional resources.
12:35 PM
30/01/13
2
_Pass2.indd
94630_CH01
, Case Studies Case studies
encourage active learning and Roles of the
Ge rontologica
Roles of th l Nurse
13
promote critical thinking skills e Geronto
Direct-Car
e Provider logical Nur
In the role se
in learners. Students can read hands-on
with atypic
of caregiver
care to old
or provider
er adults in
of care, the
gerontologic
al symptoms a variety of al nurse giv
about real-life scenarios, and a direct-ca
commonly
re provider
seen in the
that complic
should be
settin
ate diagnosis gs. Older adults often
educated abo and treatment. Thus,
es direct,
present
knowledge older popula ut disease the nurse as
pro
then analyze the situation they tion, and end
illnesses, dis
of risk factor
s, signs and
-of-life care.
Chapters 9,
tion (see Ca
symptoms
se Study
1-
cesses and
syndromes
, usual medic 1). This may include
eases, and 10 and 30 rev al treatment
, rehabilita
are presented with. Case studies viding qua
discussion
lity care. An
health con
entire unit
ditions, imp
(Chapters
iew the ma
arting essent
ial
nagement of
common
-
of geriatric
syndromes 11–18) of thi information for pro
to better pre s book is dev -
are available for completion pare the nur
se to be a car
oted to the
e provider.
Case Study 1-
online using the book’s full suite Rose is a
1
52-year-o
ld nursing
of interactive resources. returned
to sch
a family. She ool for her BSN afte
is the divorc
student wh
r raising
o has
Questions:
grown chi ed mothe
ldren and r of two
In additio has one you 1. What can
n to being ng grands Rose do to
accelerat a full-tim on. become mo
ed progra e student with facing re comfor
m, Rose als in an her own adv table
her 85-yea o cares for ancing age
r-old mothe 2. What fac ?
occasiona r in her ow tors may hav
lly helps pro n home and discomfor e influenced
grandson vide childc t wit h the course her
while his are for her ma
has diabet par ent s work. Ro 3. Is there any ter ial?
es and is se’s mothe thing the
a gerontolo legally blin r might do instructor
gy course d. Rose is to help Ros of the cou
herself goi this semest taking she is hav e cope wit rse
ng home er and finds ing as she h the feeling
week of cla quite ups coursewo completes s
sses when et after the rk? the require
were discus attitudes first d
sed. While tow ard aging 4. There ma
instructor sharing wit y be some
her feeling h the cou in order to activities tha
discomfor s and sur rse understan t Rose can
t, Rose is prising em better. Can d her feeling do
afraid of get helped to otional you think s about agi
ting older identify tha of some suc ng
for her aili and being t she is 5. What is h activities
ng mothe unable to Rose’s role ?
woman, she r and her care situation? as the car
self. As a How may egiver in this
is unsure sin gle the role cha
lies ahead that she can 6. How mu nge over tim
for her. handle wh ch does Ros e?
at e’s presen
living situ t home and
ation contrib
perception ute to her
s of aging? fears and
Teacher
An essential
part of all nur
ing on mo sing is teachi
difiable risk ng. Gerontolo
Many diseas factors and gical nurses
es and deb hea focus their
ilitating con lth promotion (see Ch teach-
ditions of apters 5, 7
aging can and 8).
be preven
ted throug
h
94630_CH01
_Pass2.in
dd 13
25
Summary 30/01/13
12:35 PM
your ideas
ing Exercises
ut where
s. Think abo
Critical Think descriptor e.
this exercis
k as you did
p and browse. Loo came from p:// ww w
sho htt
local card sons might the websi
te at
use this
1. Go to a tha t per eck out uld you
at the birthd
buy for som
ay cards
eone getting
itud
older. Wh
es tow
at do they
ard aging?
3. Ch
.consultge
website to
rirn.org. Ho
enh anc
w wo
e your kno
wledge abo
ut
services are
Critical Thinking Exercises
ut society’s att any areas er adu lts? What
abo out old
the care of
Review key concepts from each
say nt
car ds you read poi wit h h the we bsite?
Do the problems throug
reotype as ributes are available ies for
that we ste positive att the list of
competenc
2. How ma
ny
age? What 4. Look at in Table 1-
advancing
seen? peo ple are gerontolo
gical nurses
pet enc ies do you
feel you me
et at
to develop
chapter with these exercises
sen ten ce: Older can of these com a con sci ous effort .
te this you ke r career
s as
at the end of each chapter.
Ma
2. Comple ny adjective this point? through you
List as ma identify how as you go
_______. your list, these skills
er making are positiv
e
think of. Aft how many
negative and
many are Review these questions online
within the interactive resources
rk in
ses who wo
Personal Reflect
ion s
ture
3. What do
you think
about nur
es? Have
you ever con
sidered a
ibe
available.
agi ng? Draw a pic nursing hom gic al nur sing? Descr
ut gerontolo g
you feel abo details of career in ut developin
1. How do describe the can see abo
you rself aging and ur as you age. the pos itives you nur sin g.
of will occ of
anticipate ortunity in this field
what you as an opp expertise ctice? If so,
adv anced age to n age ism in pra
Do you see
or someth
ing ever see it could
gracefully metic 4. Have you n and how
to grow old s about cos that situatio scenario.
If
are your view , body think about a positive in
fear? What inje ctio ns, face lifts hav e bee n turned into ns you have been
s (Botox ple
procedure ign ed to make
peo
, how hav e the situatio t old er adults?
that are des not aga ins
sculpting) crimination nursing
avoided dis
look younge
r?
t time you
cared for
an old er
do 5. Which
s in ger ontological
of the setting most at this time in Personal Reflections Reflect
was the las like? How eal to you re any one
2. When t experience practice app eer? Is the
adult? Wh
you fee l
at was tha
abo ut caring
jori ty of
lts in your
for older adu r nursing
you
your profes
setting tha
sional car
t you can
see yourse
lf working
think this
will
in
critically on the chapter content
ctic e? The ma and their the r? Do you
g pra ers n ano career?
and further your knowledge
nursin eld more tha
l ent ail caring for en you pro gre ss in your
practice wil wh you
you anticip
ate this change as
families. Did ?
sing school
entered nur
by exploring these questions
and activities found at the end
of each chapter. Complete these
30/01/13
12:35 PM
Personal Reflections online
using the book’s full suite of
interactivities.
dd 25
_Pass2.in
94630_CH01
Gerontological
Nursing
COMPETENCIES FOR CARE
,
, THE PEDAGOGY
G
erontological Nursing: Competencies for Care, Third Edition drives
comprehension through various strategies that meet the learning
needs of students, while also generating enthusiasm about the topic.
This interactive approach addresses different learning styles, making this the
ideal text to ensure mastery of key concepts. The pedagogical aids that appear
in most chapters include the following:
Learning Objectives These
objectives provide instructors
and students with a snapshot
of the key information they will
encounter in each chapter. They
serve as a checklist to help guide
and focus study. Objectives can
also be found within the text’s
online resources. Use the access
code at the front of your book to
OBJECTIVE
S view these additional resources.
LEARNING reader will
be able to:
s chapter, the
of thi aging proces
s.
ogical
At the end rsing and the of gerontol
related to nu development
ne im po rtant terms t hav e influenced the
> De fi tha
nifican t landmarks
> Outline sig specialty. g.
nursing as
a ogical nursin
s of gerontol hy of aging
.
eral subfield al philosop
> Identify sev s of a person .
beg inn ing ogical rse
nu
> Develop the ique roles of the gerontol cal nursing
practice.
Key Terms Found in a list at the
> Describe
the un gerontologi
standards of g.
scope and ogical nursin ion with the
core
> Discuss the competencies in gerontol
> Examine
core
entials of bac
calaureate
nursing edu cat
beginning of each chapter, these
the nin e ess
rsing. cer cation
tifi
> Compare tological nu e roles, and
competenc
ies in geron
g the educat
ional prepar
ation, practic
ogical nursin
g practice. terms will create an expanded
sh am on ger on tol
> Distingui s of the various levels of
requirement vocabulary. The “www” icon
ng
directs students to the text’s online
ical nursi
S Gerontolog ilitation nu
rsing
KEY TERM ical rehab resources to see these terms in
Gerontolog
Ageism Ge ron tolog y
Attitudes
Certificat
ion
Gerocompe
tencies
an interactive glossary and use
petencies
Core com
Geriatrics
flashcards and word puzzles to
© iStockpho
nail the definitions. Use the access
to/Thinkstock
code at the front of your book to
view these additional resources.
12:35 PM
30/01/13
2
_Pass2.indd
94630_CH01
, Case Studies Case studies
encourage active learning and Roles of the
Ge rontologica
Roles of th l Nurse
13
promote critical thinking skills e Geronto
Direct-Car
e Provider logical Nur
In the role se
in learners. Students can read hands-on
with atypic
of caregiver
care to old
or provider
er adults in
of care, the
gerontologic
al symptoms a variety of al nurse giv
about real-life scenarios, and a direct-ca
commonly
re provider
seen in the
that complic
should be
settin
ate diagnosis gs. Older adults often
educated abo and treatment. Thus,
es direct,
present
knowledge older popula ut disease the nurse as
pro
then analyze the situation they tion, and end
illnesses, dis
of risk factor
s, signs and
-of-life care.
Chapters 9,
tion (see Ca
symptoms
se Study
1-
cesses and
syndromes
, usual medic 1). This may include
eases, and 10 and 30 rev al treatment
, rehabilita
are presented with. Case studies viding qua
discussion
lity care. An
health con
entire unit
ditions, imp
(Chapters
iew the ma
arting essent
ial
nagement of
common
-
of geriatric
syndromes 11–18) of thi information for pro
to better pre s book is dev -
are available for completion pare the nur
se to be a car
oted to the
e provider.
Case Study 1-
online using the book’s full suite Rose is a
1
52-year-o
ld nursing
of interactive resources. returned
to sch
a family. She ool for her BSN afte
is the divorc
student wh
r raising
o has
Questions:
grown chi ed mothe
ldren and r of two
In additio has one you 1. What can
n to being ng grands Rose do to
accelerat a full-tim on. become mo
ed progra e student with facing re comfor
m, Rose als in an her own adv table
her 85-yea o cares for ancing age
r-old mothe 2. What fac ?
occasiona r in her ow tors may hav
lly helps pro n home and discomfor e influenced
grandson vide childc t wit h the course her
while his are for her ma
has diabet par ent s work. Ro 3. Is there any ter ial?
es and is se’s mothe thing the
a gerontolo legally blin r might do instructor
gy course d. Rose is to help Ros of the cou
herself goi this semest taking she is hav e cope wit rse
ng home er and finds ing as she h the feeling
week of cla quite ups coursewo completes s
sses when et after the rk? the require
were discus attitudes first d
sed. While tow ard aging 4. There ma
instructor sharing wit y be some
her feeling h the cou in order to activities tha
discomfor s and sur rse understan t Rose can
t, Rose is prising em better. Can d her feeling do
afraid of get helped to otional you think s about agi
ting older identify tha of some suc ng
for her aili and being t she is 5. What is h activities
ng mothe unable to Rose’s role ?
woman, she r and her care situation? as the car
self. As a How may egiver in this
is unsure sin gle the role cha
lies ahead that she can 6. How mu nge over tim
for her. handle wh ch does Ros e?
at e’s presen
living situ t home and
ation contrib
perception ute to her
s of aging? fears and
Teacher
An essential
part of all nur
ing on mo sing is teachi
difiable risk ng. Gerontolo
Many diseas factors and gical nurses
es and deb hea focus their
ilitating con lth promotion (see Ch teach-
ditions of apters 5, 7
aging can and 8).
be preven
ted throug
h
94630_CH01
_Pass2.in
dd 13
25
Summary 30/01/13
12:35 PM
your ideas
ing Exercises
ut where
s. Think abo
Critical Think descriptor e.
this exercis
k as you did
p and browse. Loo came from p:// ww w
sho htt
local card sons might the websi
te at
use this
1. Go to a tha t per eck out uld you
at the birthd
buy for som
ay cards
eone getting
itud
older. Wh
es tow
at do they
ard aging?
3. Ch
.consultge
website to
rirn.org. Ho
enh anc
w wo
e your kno
wledge abo
ut
services are
Critical Thinking Exercises
ut society’s att any areas er adu lts? What
abo out old
the care of
Review key concepts from each
say nt
car ds you read poi wit h h the we bsite?
Do the problems throug
reotype as ributes are available ies for
that we ste positive att the list of
competenc
2. How ma
ny
age? What 4. Look at in Table 1-
advancing
seen? peo ple are gerontolo
gical nurses
pet enc ies do you
feel you me
et at
to develop
chapter with these exercises
sen ten ce: Older can of these com a con sci ous effort .
te this you ke r career
s as
at the end of each chapter.
Ma
2. Comple ny adjective this point? through you
List as ma identify how as you go
_______. your list, these skills
er making are positiv
e
think of. Aft how many
negative and
many are Review these questions online
within the interactive resources
rk in
ses who wo
Personal Reflect
ion s
ture
3. What do
you think
about nur
es? Have
you ever con
sidered a
ibe
available.
agi ng? Draw a pic nursing hom gic al nur sing? Descr
ut gerontolo g
you feel abo details of career in ut developin
1. How do describe the can see abo
you rself aging and ur as you age. the pos itives you nur sin g.
of will occ of
anticipate ortunity in this field
what you as an opp expertise ctice? If so,
adv anced age to n age ism in pra
Do you see
or someth
ing ever see it could
gracefully metic 4. Have you n and how
to grow old s about cos that situatio scenario.
If
are your view , body think about a positive in
fear? What inje ctio ns, face lifts hav e bee n turned into ns you have been
s (Botox ple
procedure ign ed to make
peo
, how hav e the situatio t old er adults?
that are des not aga ins
sculpting) crimination nursing
avoided dis
look younge
r?
t time you
cared for
an old er
do 5. Which
s in ger ontological
of the setting most at this time in Personal Reflections Reflect
was the las like? How eal to you re any one
2. When t experience practice app eer? Is the
adult? Wh
you fee l
at was tha
abo ut caring
jori ty of
lts in your
for older adu r nursing
you
your profes
setting tha
sional car
t you can
see yourse
lf working
think this
will
in
critically on the chapter content
ctic e? The ma and their the r? Do you
g pra ers n ano career?
and further your knowledge
nursin eld more tha
l ent ail caring for en you pro gre ss in your
practice wil wh you
you anticip
ate this change as
families. Did ?
sing school
entered nur
by exploring these questions
and activities found at the end
of each chapter. Complete these
30/01/13
12:35 PM
Personal Reflections online
using the book’s full suite of
interactivities.
dd 25
_Pass2.in
94630_CH01
