| CODE | GDM5047 | ||||||||||||
| TITLE | Health Care Team Models in the Care of Older Persons | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Gerontology and Dementia Studies | ||||||||||||
| DESCRIPTION | The 4 primary health care team models, of (1) unidisciplinary, (2) multidisciplinary, (3) interdisciplinary and (4) transdisciplinary/pandisciplinary approaches, will provide an initiating backdrop to this study-unit. Students will understand the key roles of the health care professionals and other team players working with the older persons and/or older persons living with dementia (OPsLWD), and the informal/formal carers within these care models, with the main focus on the key elements integral to an interdisciplinary approach to care and service provision. An insight on healthy ageing, life course, multimorbidity, personalised and person-centred care, integrated care and shared decision-making will follow, within the context of long term care service delivery for the older person and/or OPsLWD within the community and care homes. These will focus on the older persons’ needs and goals, integrated clinical care and health system alignment, looking at how, multimorbidity, daily functioning, quality of care and prognosis impact on the older persons’ and the OPsLWD quality of life. The Comprehensive Geriatric Assessment (CGA), a multidisciplinary diagnostic and treatment process identifying the medical, psychosocial, and functional capabilities of older persons and OPsLWD, in order to develop a coordinated management plan, will be also explored. Interprofessional team care (ITC) and case management are another essential component that will be explored in this study-unit. This study-unit will also delve into the role of age-friendly environments in supporting healthy ageing. Rehabilitation and setting goals in cooperation with the older persons and OPsLWD, informal and formal carers crucial for successful rehabilitation, is another key component of this study-unit. Finally, this study-unit will provide insight into the principles and organisation of care with respect to, primary care, home care, acute and post-acute care, and care within the care home setting. Study-unit Aims: This study-unit aims to provide students with the knowledge on how to employ health care team models whilst retaining the older person's needs as focal to the decision making processes. Therefore the study-unit aims for students to: - recognise the older person as the key to each and every situation, within the health care team models; - reflect and understand the key roles of the health care professionals and other team players working with the older persons and/or older persons living with dementia (OPsLWD), and the informal/formal carers within these care models; - gain insight on healthy ageing, life course, multimorbidity, personalised and person-centred care, integrated care and shared decision, within the context of long term care service delivery for the older person and/or OPsLWD within the community and care homes; - increase their awareness on interprofessional team care (ITC) and case management; and - provide insight into the principles and organisation of care with respect to, primary care, home care, acute and post-acute care, and care within the care home setting. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - describe how health care teams collect cues, process the information, come to an understanding of the older person's situation, plan and implement interventions, evaluate outcomes, and reflect on and learn from the process; - recognise how to approach the application of the 'Framework on Integrated - People-Centred Health Services' in the context of the older person and the older person living with dementia and bridge the gap between what is presumed to be best practice care for the older person and the emerging evidence; and - recall the 'five rights' of clinical reasoning, that is, the ability to collect the right cues and take the right action for the older person at the right time and for the right reason, whilst retaining the older person as central to every decision. 2. Skills By the end of the study-unit the student will be able to: - establish that the older person's functional ability is about having the capabilities that enable her/him to be and do what they have reason to value, be it (a) meeting their basic needs, (b) learn, grow and make decisions in whatever and whichever context, (c) be mobile, (d) build and maintain relationships and (e) contribute to society; - value at all times, the older person's spiritual notion in particular situations within the life journey; - evaluate and examine older person vignettes, with clear and adequate clinical reasoning a pproaches, towards (a) comprehensive assessments, (b) optimising functional ability (including instances of double labeling, and specific assistive technologies), and (c) one care plan share among all the interdisciplinary professionals; and - demonstrate the right knowledge towards integrating the older person's intrinsic capacity (including the physical and cognitive abilities) and the design of services for the older person and the older person living with dementia (including the home, community and broader society such as the built environment, attitudes and values, etc) which are essential towards living in environments that support and maintain one's intrinsic capacity and functional ability, key to healthy ageing. Main Text/s and any supplementary readings: Main texts: - World Health Organisation (2016). Integrated Care models: An overview. WHO, Europe (Available online) - Hignett, S., Otter, M. & Keen, C. (2016). Safety risks associated with physical interactions between patients and caregivers during treatment and care delivery in Home Care settings: A systematic review. International Journal of Nursing Studies,59, 1-14. (Available online) - Sadler,E., Potterton, V., Anderson, R., et al. (2019). Service user, carer and provider perspectives on integrated care for older people with frailty and factors perceived to facilitate and hinder implementation: A systematic review and narrative synthesis (online). (Available online) - Suter, E., Oelke, N., Adair, C., et al. (2009). Ten Key Principles for Successful Health Systems Integration. Healthcare Quarterly,13, 16-23, (Available online) Supplementary readings: - Binstock, R.H. & George, L.K. (eds.) (2001). Handbook of Aging and Social Sciences (5th eds.). San Diego, CA: Academic Press. - Johnson, M.L. (ed.) (2005). The Cambridge Handbook of Age and Ageing. Cambridge: Cambridge University Press. - Birren J.E. & Schaie, K.W. (ed.) (2006). Handbook of the Psychology of Aging. San Diego: Academic Press |
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| STUDY-UNIT TYPE | Independent Study and Online Learning | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Maria Aurora Fenech |
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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 2024/5. It may be subject to change in subsequent years. |
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