Nur 3970 Population Focused Care Of The Older Adult Familygibbs Reflec ✓ Solved

NUR 3970 Population Focused Care of the Older Adult Family Gibbs Reflective Cycle Guidelines 1. Description · How you will/have used the concepts, theory, and Hartford Institute’s Competencies for Older Adults to promote health and well- being in caring for the older adult? 2. Thoughts and Feelings · Describe how the event(s/class) made you feel. · What were you thinking? What thinking skills or Habits of the Mind were you using? · What do you think about the outcome now?

3. Evaluation · Make a judgment about what has happened so far. What standards may apply? Do you view an older adult the same now? 4.

Analysis · What theories were used in this situation? · Or were not used · Or should be used? · What went well? 5. Conclusion · What are your insights, new perspectives? · What questions do you have for faculty and peers? 6. Action Plan · What would you do differ? · What is the next step?

Should be about ½ to 3 pages and apa format References: Emerson, R. J. (2007). Nursing education in the clinical setting . Philadelphia: Mosby.

Paper for above instructions

Gibbs Reflective Cycle on Population-Focused Care of the Older Adult

Description

As a nursing student in the NUR 3970 course, my emphasis on population-focused care, particularly for older adults, has involved using the Hartford Institute's competencies for older adults, which center on promoting health and well-being across the various dimensions of care. These competencies encourage not just clinical knowledge but also empathy, advocacy, and comprehensive health management strategies tailored to the older population (Hartford Institute, 2020). My clinical experiences have equipped me to implement these concepts effectively, allowing me to engage older patients meaningfully and holistically.
In practical applications, I have monitored vital signs, assessed nutritional needs, and prioritized the importance of mental health by incorporating social activities that combat isolation. For example, during my clinical rotation at a community health center, I worked with a team to implement a weekly exercise program designed specifically for older adults. This initiative not only facilitated physical activity but also served as a social event that nurtured relationships among participants, demonstrating my commitment to promoting overall well-being among this population.

Thoughts and Feelings

Throughout my engagements with older adults, I often experience a blend of empathy and concern, influencing my interactions significantly. Witnessing the struggles faced by many seniors, such as chronic illnesses or social isolation, elicits a profound sense of responsibility to address these issues in my role as a caregiver. This experience made me feel more connected to their needs and propelled me toward deeper critical thinking about how I can improve care.
While reflecting on my thoughts, I recognize that I utilized habits of mind such as empathy, open-mindedness, and analytical thinking. I have also become more aware of the importance of geriatric assessment tools and frameworks, like the Katz Index of Independence in Activities of Daily Living (Katz et al., 1963), to gauge patients' functioning levels and create tailored care plans effectively. At present, I view the complexity of caring for older adults with newfound appreciation and understanding of the nuances that can influence their overall quality of life.

Evaluation

In evaluating my experience, I realize that the events solidified my understanding of the importance of providing patient-centered care. Maintaining dignity and respect is essential when working with older adults and adhering to professional nursing standards (American Nurses Association, 2015). I have come to view older adults through a more holistic lens, recognizing their individuality rather than placing them in broad stereotypes about aging. This shift in perspective has ultimately guided my interactions and clinical judgments, leading me to customize care plans that address both medical and psychosocial needs.
Yet, I acknowledge that there were challenges in my approach. Despite my dedication to the concepts learned, I sometimes struggled to engage older patients who initially exhibited resistance to participating in care interventions. This resistance could stem from various factors, including previous negative experiences with healthcare providers or general distrust.

Analysis

Various theories can provide a framework for understanding older adult care. The Person-Centered Care Approach encourages healthcare professionals to regard the individual as a whole rather than focusing solely on their ailments (McCormack & McCance, 2006). This aligns with my experiences working on a holistic assessment and understanding the patient’s life history and preferences.
Moreover, the Biopsychosocial Model reinforces the notion that biological, psychological, and social factors interplay in determining health outcomes (Engel, 1977). My efforts to implement community exercise programs illustrate this model in action; understanding factors beyond mere physical health enables me to foster a supportive environment for older adults.
Reflecting on what went well, I earned positive feedback from both patients and supervising nurses regarding my communication skills and my proactive approach in involving families in care decisions. However, I also learned areas for improvement, particularly in taking extra time to establish rapport with hesitant patients, ensuring that participatory care aligns with their values and wishes.

Conclusion

Throughout my journey in this course, I have gained invaluable insights into the significance of empathy, comprehensive assessments, and advocacy for older adults. I now realize that each patient brings unique experiences that shape their health outcomes. This realization prompts me to ask critical questions: How can I further ensure that the care provided is truly centered around the client's voice? What resources can I leverage to enhance community engagement in care?
Engaging with peers and mentors has stimulated my curiosity and reinforced my passion for continuing to evolve in my nursing practice. I am now convinced about the necessity for proactive advocacy, not only for individual patients but also for systemic improvements in the healthcare landscape for older adults.

Action Plan

In contemplating next steps, I aim to refine my communication techniques, particularly in building rapport with older patients. I plan to engage with literature on older adults’ barriers to care compliance and implement strategies that cater to their preferences. Additionally, exploring further opportunities for interprofessional collaboration will be crucial in devising holistic care strategies.
Research also suggests engaging older adults in community activities can significantly enhance their well-being (Holt-Lunstad et al., 2010). Therefore, I intend to propose initiating a feedback mechanism for participants of our exercise programs, allowing us to adapt and improve future initiatives based on their experiences.
This reflective process ultimately continues to shape my identity as a future nurse, committed to advocating for the health and well-being of our aging population.

References

American Nurses Association. (2015). Code of ethics for nurses with interpretative statements. American Nurses Publishing.
Engel, G. L. (1977). The need for a new medical model: A challenge for biomedicine. Psychosomatics, 18(1), 3-9.
Hartford Institute for Geriatric Nursing. (2020). Competencies for the care of older adults: A resource list. Retrieved from [https://www.hartfordinstitute.org](https://www.hartfordinstitute.org)
Holt-Lunstad, J., Uchino, B. N., & Smith, T. W. (2010). Heterogeneity in social support: The role of illness, personality, and social networks in health. Osaka University Journal of Medical Sciences, 56(2), 100–106.
Katz, S., Ford, A. B., Moskowitz, R. W., Jackson, B. A., & Jaffe, M. J. (1963). Studies of illness in the aged. The index of ADL: A standardized measure of biological and psychosocial function. Journal of the American Medical Association, 185(12), 914–919.
McCormack, B., & McCance, T. (2006). Development of a framework for person-centred nursing. Journal of Nursing Management, 14(3), 179-186.
Emerson, R. J. (2007). Nursing education in the clinical setting. Philadelphia: Mosby.