This third edition, has been written as a reference and certification test review guide for registered nurse (RNs) preparing for gerontological certification. It is also a useful text for students who are studying gerontology, teachers preparing gerontology classes, and RNs working with older adults. The book presents information about preparing for the certification exam, a comprehensive compilation of content specific to gerontology, and a test bank of questions specifically developed for the RN preparing for certification in gerontology. It focuses on topics specific to the aging population, such as demographics, myths about aging, theories of aging and nursing, communication skills geared for the older adult, teaching–learning principles that work well with older adults, and the history of gerontological nursing. The book identifies the health promotion needs of elders, such as nutrition, exercise, primary and secondary prevention strategies, and alternative and complementary healthcare practices used with older adults. It describes the environment, including safety and security, relocation, transportation, the importance of space, community-based resources, and residential facilities. It discusses spirituality and dying with special attention to advance directives, hospice and palliative care, and the grieving process. The book describes the acute and chronic physical illnesses most frequently experienced by older adults and discusses the cognitive and psychological disorders experienced by elders, including dementia, delirium, and depression. It covers common medications used by older adults, as well as discussions about polypharmacy, issues related to pharmacokinetics and pharmacodynamics, noncompliance, and adverse drug effects. It also discusses special topics such as pain, sexuality, and elder neglect and abuse, and covers descriptions of health policy issues and organizations that advocate for older adults. The book finally discusses the scope and standards of geriatric nursing practice relating to leadership and management, research, ethical and legal issues, and professional competency.
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The Gerontological Nurse Certification Review prepares registered nurses (
RN) to take the American Nurses Credentialing Center ( ANCC) Gerontological Nursing Board Certification Examination. Candidates who successfully pass the exam will become board-certified RNsand will receive the credential RN-BC. By obtaining this credential, nurses attain certification on par with board-certified physicians, and advanced practice nurses. There may be a variety of incentives to become certified. Many institutions will include certification as an important step toward promotion and some institutions will award a bonus or a differential pay raise for certification. Hospitals participating in the Magnet® hospital program will encourage further education and certification of their nursing staff as an important step in their Magnet journey. This chapter explains the ANCCtesting format, the application and scheduling of the test date for certification in gerontology, and the general hints to improve one's preparation for the exam.
Preparing for a standardized exam can cause some anxiety and fear. This chapter discusses the strategies for preparing the gerontologic nurse certification exam. It outlines the similarity of the thought processes that occur when taking the exam and being in practice. Some of the most significant content information necessary to competently care for older adults reflects assessing, analyzing, planning, implementing, and evaluating patient outcomes of conditions that older adults most frequently experience. These conditions are denoted as red flag problems. Timing oneself with practice questions is good preparation for a successful outcome on a standardized test such as this certification exam. The chapter provides examples of challenging questions that may require some extra attention to answer correctly. It also provides strategies for analyzing the questions and the clues to memorizing information. When reviewing content before taking an exam, it is helpful to use certain methods of remembering information.
This chapter reflects on how this book focuses on aging as a global phenomenon and attempts to see how our local knowledge plays in Indonesia or Bolivia, to compare what we think we know about our own ageways with what can be learned about the thoughts of other cultures on the subject. This chapter identifies 13 major global themes and describes how the world community—through the United Nations and nongovernmental organizations—is responding to the burdens that economic and demographic changes are placing on older people and their families. The chapter concludes with a call to readers for global leadership.
Environment encompasses more than the home where an older person lives; it also includes emotional attachments to the broader community called place. Whether people live alone or with family members or friends, home is an important consideration throughout their lives. This chapter first explores what is meant by home, including similarities and differences between private homes and institutions. It considers place and housing in the context of dwelling types and recent social movements. Environmental theory in gerontology and aging in place provide a framework to explore ways in which home environments can help or hinder people as they age. The chapter also looks at ways in which environments can enable or disable people by their physical features (e.g., accessible entryways) and explore concepts related to age-friendly communities. It finally provides a brief vignette that introduces some of the themes surrounding home, place, and housing for older persons.
This second edition of the book, like the first, provides an overview of major issues associated with societal and global aging, paralleling the structure of many introductory social gerontology textbooks. Unlike most existing textbooks in the field, however, the discussion of each topic in this work is explicitly comparative, focusing on similarities and variations in the aging experience across nations, religions, and levels of economic and social development. The comparative perspective is enhanced further by topical essays and country-specific descriptions of aging policies, programs, and experiences. The book also introduces in this edition several important innovations not found in the previous version. First, the authors have dropped two chapters (The Welfare State and Disability and Active Life Expectancy), incorporating their content elsewhere. In addition, they split three earlier chapters (Health and Health Care Systems; Work and Retirement; and Families, Caregiving, and Community Support Systems) into two new chapters each, so now the authors include six separate chapters: Health Beliefs and Behavior, Health Care, Older Workers, Retirement and Pensions, Family Life, and Caregiving. Finally, because the first edition neglected two topics crucial to the lives of older people—physical environments and religion—the authors have added an entirely new chapter devoted to each. As for the first edition, the intended audiences remain students in undergraduate and graduate courses in global aging and their faculty. In addition, many of the topics addressed will also be of interest to faculty and students in undergraduate and graduate courses in the demography of aging and sociology of aging, as well as courses in gerontology taught with a comparative, international focus. The authors hope that it will serve to focus the attention of all gerontologists on the growth and value of the research and teaching going on in countries outside the United States and Europe.
This chapter discusses the scope and standards of geriatric nursing practice relating to leadership and management, research, ethical and legal issues, and professional competency. All gerontological nurses must be leaders in making sure they provide the highest quality care to the older adults they are responsible for, be it direct bedside care or facilitating patient care by others. Nurses working with older adults need to practice good management, which is described as being able to manage the staff and the budget, follow the organization's policies and procedures, and generate high-quality care. Nurses working with older adults in long-term care facilities can attend professional development classes on a variety of topics, such as the organizational structure, philosophy, goals, and objectives of the agency. The nursing profession was the first of the healthcare disciplines to develop gerontological care standards for their members to demonstrate and be tested for their level of expertise.