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 Getting Older   (hide descriptions)

Authors: Sharon Fish, RN, MSN and Shelda Shank, RN, BSN, PHN
Alzheimer's disease is a complex, progressive, degenerative and irreversible brain disorder for which there isn't a definable cause or treatment. Caring for a client with Alzheimer's disease (AD) is a complex task influenced by numerous factors.
This course will help you gain an understanding of a disease that is the most prevalent form of dementia. It robs the mind and engulfs the lives of many special people. This is a course on caring for the person with Alzheimer's.
Course objectives include:
• Select the difference between reversible and irreversible dementias and list examples of both types.
• List some practical procedures for caring for someone who is dying.
• List various procedures for differential diagnosis of dementias and the importance of early symptom recognition and assessment.

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Online - (3010) View online course now

Authors: Sharon Fish Mooney, RN, PhD and Shelda L. Shank, RN, BSN, PHN

Alzheimer's disease is a complex, progressive, degenerative, irreversible brain disorder for which there is no definable cause,no definitive treatment,and,to date, no foreseeable cure. It is considered the most common type of dementia-related illness for men and women over the age of 65. Approximately 4 million Americans are currently afflicted, including some under the age of 65, who have what is commonly known as early-onset Alzheimer's. Over 100,000 persons die annually from this disease that is considered the fourth leading cause of death in the elderly,after heart disease, cancer and stroke. The National Institute on Aging (NIA) projects that up to 14 million Americans may suffer from Alzheimer's disease by the year 2040. Statistics are similar in other countries where life expectancy reaches into the sixties and seventies. Alzheimer's is not a uniquely American phenomenon.

Course objectives include:

• Define Alzheimer's disease and related terminology.
• Outline myths and misconceptions associated with Alzheimer's disease.
• Name signs and symptoms characteristic of early, intermediate and late stage Alzheimer's disease.
• Define structural and neurochemical changes in the brain associated with Alzheimer's disease.
• Compare the difference between reversible and irreversible dementia and list examples of both types.
• Name various procedures for differential diagnosis of dementia and explain the importance of early symptom recognition and assessment.
• List the effect of cognitive changes on memory, language and the ability to communicate with others and list and describe strategies to enhance memory and facilitate communication with persons with dementia.
• Define physical, psychosocial and environmental stressors that can increase confusion and disorientation and describe ways to eliminate, alleviate, and modify these stressors.
• Outline helpful strategies to prevent and modify common catastrophic reactions and wandering behavior.
• Identify nursing interventions appropriate to each stage of Alzheimer's related to specific symptoms.
• List various medications commonly used to treat persons with Alzheimer's disease including their actions and potential side effects.
• Enumerate specific ways to modify the environment to enhance family and professional care giving and ensure optimum safety for the Alzheimer's sufferer.
• State the importance of emotional and spiritual support for both Alzheimer's sufferers and family caregivers and define ways to enhance these types of support.
• Identify practical procedures for caring for someone who is dying.
• Distinguish between emotional reactions and coping styles and strategies for family caregivers.
• Provide family and professional caregivers with appropriate educational and supportive care resources for care giving at home.
• Identify major ethical, financial and legal dilemmas related to caregiving and assist families with options concerning placement.
• Evaluate your resources when caring for a person with Alzheimer's disease and develop strategies to enhance those resources and your ability to render optimal nursing care.

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Authors: Shelda Shank, RN, BSN, PHN and Joan Ratchford, RN, BSN, MSN

Although common confusion isn't well understood and may be difficult to
manage. Clients with this present challenges to healthcare professionals
because of their increased care needs and risk for injury.

Course objectives include:
• Define confusion — acute and chronic.
• List nursing interventions for confusion.
• Name ways to communicate with the confused patient.
• Summarize assessment of confusion.

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Author: Judith Killman, BSN, MA, MS, LCDR
This course addresses issues of the elderly through the developmental process; explores personal values, attitudes and feelings about aging and maturity. Physical and emotional changes that occur with aging are discussed, as well as the meaning of death and attitudes toward dying.
Course objectives include:
• List some physical changes that are normally present in later life.
• Identify characteristics of the helping relationship and list behaviors that indicate them to the client.
• Identify later maturity, rather than "old age," as the last developmental stage.
*Not available to California nurses and psych techs.

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Author: Shelda L. Shank, RN, BSN, PHN
Urinary incontinence (UI) has long been a problem for many adults, but they are just beginning to overcome the stigma and come forward to seek treatment. Medical practitioners are also at times reluctant to discuss UI with their clients. This course reviews the latest in behavioral, pharmacological, and surgical approaches to incontinence management, so you can address the problem proactively during routine care and help your patients to choose the treatment that is right for them.
Course objectives include:
• Outline the physiology of the voiding process.
• List the tests and supplemental assessments necessary to evaluate the client for UI.
• Recognize effective strategies to reduce patients' emotional barriers to UI treatment.

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