Graduate Course Proposal Form Submission Detail - GEY6326
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Course Change Information (for course changes only):
- Department and Contact Information
Tracking Number Date & Time Submitted 1707 2007-01-23 Department College Budget Account Number School of Aging Studies AS 0122900 Contact Person Phone Sandra Reynolds x9750 email@example.com
- Course Information
Prefix Number Full Title GEY 6326 Geriatric Interdisciplinary Team Training Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) GITT Course Online? Percentage Online -
This course addresses the importance of interdisciplinary teams in today’s health care and social service delivery systems for older adults. Issues include formation of teams, critical issues of aging, team care plans, and monitoring team functioning.
A. Please briefly explain why it is necessary and/or desirable to add this course.
This class is taught every summer, and has been for at least 6 years. We feel it is time to make it a regular course offering.
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
This course is an elective for our Master's and Graduate Certificate programs. It would also appeal to graduate students in programs such as Social Work, Physical Therapy, Medicine, Public Health, and Nursing.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes. Six times.
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
PhD in Gerontology or related science.
Experience in long term care services is desirable.
- Other Course Information
A. This course will help the student describe team structure and organization so that they can facilitate team development and functioning.
B. This course will identify and encourage the student to develop the skills necessary to employ a comprehensive geriatric assessment in order to facilitate the formulation of a holistic care plan.
C. This course introduces palliative care and end of life concepts through team-based cases and geriatric/gerontology assessment instruments.
D. This course employs case studies and group learning to help the student explore his/her own personal values and communication styles and to recognize how values and communication style can impact care of patients and interaction with other team members. Students develop and practice interdisciplinary care planning and team skills within the class.
B. Learning Outcomes
1. Describe team structure and organization.
2. Facilitate team development and functioning.
3. Assess and integrate into a team the varying communication styles of participating disciplines and recognize and understand different conflict resolution styles as well as ones own style from the perspective of two different theoretical orientations.
4. Have the initial knowledge, understanding and skills needed to employ an interdisciplinary comprehensive geriatric assessment.
5. Recognize how personal values and discipline training impact values and care planning for patients.
6. Have knowledge of palliative care and end-of-life interdisciplinary care models and apply a clinical ethics framework to assess and process ethical dilemmas.
7. Facilitate a geriatric interdisciplinary meeting and formulate a holistic care plan for a patient.
C. Major Topics
*Introduction to Geriatric Assessment
*Values and ethics
*Ethics, End of life decision making
*Understanding Conflict/ Conflict Management
*Palliative Care: Are teams required in palliative care?
Gallo J, Bogner HR, Fulmer T, Paveza G. (2006). Handbook of Geriatric Assessment, 4td Edition. Jones and Bartlett Publishers: Sudbury, MA.
Scholtes PR, Joiner BL, Streibel BJ. (2003). The TEAM Handbook, 3rd Edition. An Oriel Incorporated Publication: Madison, WI.
Mezey M, Cassel C, Bottrell M, Hyer K, Howe J, & Fulmer T. (eds). (2002). Ethical Patient Care: A Casebook for Geriatric Health Care Teams. The Johns Hopkins University Press: Baltimore, MD.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information