Comprehensive Geriatric assessment.
Comprehensive Geriatric assessment.
The purpose of this assignment is to review the components of the comprehensive geriatric assessment
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
1. Discuss components of a comprehensive geriatric assessment (WO 1.1, 1.2, 1.3, 1.4) (CO1, 5, 7)
2. Evaluate screening tools used as part of the comprehensive geriatric assessment (WO 1.4) (CO 1, 7)
Requirements:
Step 1:
Review the assigned topics which are listed below:
| Your assessment domain |
Your peer response domain |
| Physical health |
Socioenvironmental health & quality of life measures |
|
Step 2:
For your assigned assessment domain:
1. Provide a brief 3-5 sentence summary of the components of the domain assessment
2. Choose a screening tool “Mini Nutritional Assessment (MNA)” which is appropriate for your domain. Explain the screening tool purpose, components and scoring technique
3. Provide 2 references in APA format beneath the table which support your work. The second reference must be a scholarly source.
Your table should look like the following:
| Comprehensive Geriatric
Assessment |
| Domain |
Dimensions of assessment |
Screening tool related to the domain(s) |
| |
|
|
| References:
|
|
Step 4:
Respond to a peer’s post. Your assigned response to a peer requirement is listed within the assignment table. (about one page)
Peer response will include:
· Compares ‘Socioenvironmental health & quality of life measures’ to ‘Physical health’, noting similarities and differences
· Peer review: discuss how Socioenvironmental health & quality of life measures’ screening tool ‘Lubben Social Network Scale’ can be applicable in your own future practice
| DISCUSSION CONTENT |
| Category |
Points |
% |
Description |
| Assessment of Knowledge:
Assessment Domain
|
18 |
30 |
1. Provides a brief 3-5 sentence summary of the assigned domain components.
2. Domain summary includes description of each component.
3. Selects a domain appropriate screening tool.
4. Explains the purpose, components and scoring technique of the screening tool. |
| Support from Evidence Based practice |
18 |
30 |
1. Discussion post is supported with a minimum of one appropriate, scholarly source in addition to the textbook AND
2. Sources are published within the last 5 years AND
3. A reference list is provided with in-text citations that match the discussion content AND
4. Peer response is supported with a minimum of one appropriate, scholarly source in addition to the textbook
|
| Compare and contrast |
12 |
20 |
1. Compares the 2 domains
2. Comparison includes similarities and differences to student’s assigned domain
3. Comparison includes differences to student’s assigned domain
4. Discusses how the screening tool can be applicable in the student’s own future practice
(4 critical elements)
|
| |
48 |
80% |
Total CONTENT Points= 48 pts |
| DISCUSSION FORMAT |
| Category |
Points |
% |
Description |
| Organization |
6 |
10 |
Assignment table pasted within the discussion board post. Student presents the assigned domain.
Peer response clearly states the name of the screening tool being reviewed and is presented in a logical format.
|
| Grammar, Syntax, Spelling & Punctuation |
6 |
10 |
Student presents information in an organized manner, using clear and concise language.
There are no APA, grammar, spelling, syntax or punctuation errors |
| |
12 |
20% |
Total FORMAT Points= 12 pts |
|