| CODE | LAS1101 | |||||||||||||||
| TITLE | Care of the Elderly: Theory and Practice | |||||||||||||||
| UM LEVEL | I - Introductory Level | |||||||||||||||
| MQF LEVEL | 5 | |||||||||||||||
| ECTS CREDITS | 14 | |||||||||||||||
| DEPARTMENT | Centre for the Liberal Arts and Sciences | |||||||||||||||
| DESCRIPTION | The overall objective of this study-unit is to enable learners to gain the knowledge, understanding and practical skills in order to support health care professionals and be able to work effectively within the long-term care settings for care of the Elderly. The aim of the study-unit is to equip prospective carers with the basic knowledge, skills, and attitudes to become competent, caring and provide assistance for clients/residents experiencing cognitive and/or mental health challenges. With a background of diversified theoretical and practical components, prospective carers will be able to successfully fulfill the various roles that carers are nowadays typically required to perform. The theoretical and practical components are designed to develop the student’s ability to enable him/her to work within a person-centered care approach aimed at providing and maintaining the physical, emotional, cognitive, and social well-being of the elderly. Such components will draw upon the various types of knowledge; the appropriate clinical and communication skills required; obtain a better understanding of nutrition in the elderly; infection prevention and control; and attain a sound knowledge on the different needs of older person who may experience cognitive or mental challenges to take the appropriate action in a variety of settings. The following course modules are covered throughout this course: - Introduction to Geriatrics and Gerontology - Empathy and Dignity - Community Care - Customer Care - Long-Term Care - Communication at the Workplace - Active Ageing - The Role of the Care Assistant - The Role of the Physiotherapist - The Role of the Occupational Therapist - The Role of the Speech Language Pathologist - The Role of the Social Worker - The Role of the Podiatrist - The Role of the Dental Hygienist - Activities of Daily Living - Spiritual Needs of the Elderly - Assisting with Feeding - Continence Care - Social Model of Care - Sexuality in the Elderly - Moving and Handling - Bed Making and Domestic Duties - Swallowing Problems in the Elderly and Consistency - Bed Bathing - Prevention of Pressure Ulcer - Nutrition and Hydration - Anatomy and Physiology - Vital Signs - edications in the Elderly - Constant Watch - Charting, Reporting and Documentation - Elderly Abuse - Sleeping Problems - Principles of Infection Control - Hand Hygiene - Isolation Barrier and MRSA - Needle Stick Injury and Blood Born Virus - COVID-19 Measures - Emergencies in the Elderly - Basic First Aid - Prevention of Falls - Respite Care - Pain in the Elderly - Fire Fighting - Basic Life Support - Acute and Chronic Disease in the Elderly - Huntington’s Chorea - Stroke Awareness - Diabetes Mellitus - Rheumatoid Arthritis - Cardiac Infarction and Heart Attack - Basic Manners and Etiquette - Promoting Independence - Time Management - Ethical and Legal Aspects of Care - Dementia: Types and Stages - Challenging Behaviors - Person-Centered Care - Communication among persons with Dementia - Therapeutic Activities among persons with dementia - Reminiscence - Death and Dying - End of Life Care - Aggression and Violence - Depression and Suicide - Learning Disability Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Provide person-centred care and assistance with day-to-day tasks, such as assisting the elderly with the activities of daily living; - Provide care by maintaining and developing the maximum independence level and quality of life of each individual resident or client; - Use an informed problem-solving approach to provide care and assistance that promotes the physical, psychological, social, cognitive, and spiritual well-being of clients/residents and families; - Provide care and assistance for clients/residents experiencing cognitive and/or mental health challenges; - Interact with other members of the multidisciplinary team in ways that contribute to effective working relationships and achievement of goals; - Communicate clearly, accurately, and effectively with clients/residents and families; - Perform the care provider role in a reflective, responsible, accountable, and professional manner. 2. Skills By the end of the study-unit the student will be able to: - Develop a range of generic learning outcomes as well as discipline-specific learning outcomes including team working, effective communication skills, problem solving, planning and time management, employability skills and social competencies; - Evaluate through learning a range of generic skills to apply in study, work and life contexts. Main Text/s and any supplementary readings: Main text: - Ingram P. & Lavery I. (2009) Clinical Skills for Healthcare Assistants. John Wiley and Sons.UK - Nifast (2013) Care of the Older Person - Nifast (2013) Infection Prevention & Control - Sorretino S. & Remmer L. (2013) Mosby’s Essentials for Nursing Assistants. Reading/Notes Pack will be provided by Coordinator Recommended Reading: - Banks B.W. (2000) Activities for Older People: A practical workbook of art and Craft Projects. Hertfordshire.UK - Carter P. (2008) Lippincott’s Essentials For Nursing Assistants – A humanistic approach to care giving. 2nd Edit. Lipincott, Williams & Wilkins, USA - Deirde A.L. (1999) Intimate caring skills : Urinary and Faecal Incontinence: A Heightened Problem when Dementia is a factor. University of Stirling. Scotland - Fearnley K (2008) Coping with Dementia: A practical handbook for carers. NHS Health Scotland - Marsden A.K. et al. (2009) First Aid Manual. 8th edit. Dorling Kindersley. London - National Working Group On Elder Abuse (2008) Abuse of the Older Persons: See it, prevent it and stop it. Department for the Elderly and Community Care, Malta - Nazarko L. (2011) Understanding dementia: diagnosis and development. British Journal of Healthcare Assistants. 5(5):216-220 - Qualls S., Segal D. & Smyer M. (2010). Aging and Mental Health (Understanding Aging). - Roper N., Logan W.W. & Tierney A.J. (2000). The Roper-Logan-Tierney Model of Nursing: Based on Activities of Living. Publisher: Churchill Livingstone - Stapleton, E.R., Aufderheide, T.P., Hazinski, M.F., Cimmins, R.O., (Eds). (2001). Basic Life Support for Health Care providers. Texas: American Heart Association. - Tucker L. (2002) An Introductory Guide to Anatomy and Physiology |
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| ADDITIONAL NOTES | Please note that a pass in each assessment component is obligatory for an overall pass mark to be awarded. Pre-requisite Knowledge, Skills and Competences: - Age 16+ - Secondary School Certificate, - Literate in Maltese and English, - Good Police Conduct, - Any relevant certificates related to Health; - Committed to follow the course |
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| STUDY-UNIT TYPE | Independent Study, Placement, Practicum & Seminar | |||||||||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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