Assessment Description: Geriatric Care Plan Development

This assessment requires senior BSN students to create a comprehensive care plan for a
geriatric patient with multiple chronic conditions. Students will conduct a thorough
assessment using standardized geriatric tools, develop evidence-based interventions, and
outline evaluation criteria. The care plan must address the physical, cognitive, and
psychosocial needs of elderly patients. This assessment evaluates students' ability to
synthesize knowledge from various domains, apply critical thinking skills, and demonstrate
cultural sensitivity in geriatric care. It serves learners by applying theoretical concepts
practically, enhancing their competence in managing complex geriatric cases, and preparing
them for real-world challenges in long-term care settings.

Steps in Assembling and Administering Tests for Geriatric Care Plan Assessment

The process involves defining learning objectives, creating a test blueprint, developing
questions aligned with objectives, and reviewing for clarity and relevance. Administration
includes providing clear instructions, ensuring a conducive environment, and allowing
adequate time. Knowledge gaps include determining the optimal balance between theoretical
and practical questions and how to assess interdisciplinary collaboration skills effectively.
Uncertainties exist in evaluating students' ability to adapt care plans for diverse cultural
contexts and measuring long-term retention of geriatric care principles. Further information is
needed on the most effective methods for assessing students' ability to prioritize interventions
in complex cases with multiple chronic conditions and how to evaluate their ethical decision-
making skills in geriatric care scenarios accurately.

Assessment Tool and Learning Domains for Geriatric Care Plan Evaluation

The assessment tool for evaluating geriatric care plan development is a multi-component
rubric. It assesses the cognitive domain through case analysis and care plan rationale, the
psychomotor domain via simulated patient interactions, and the affective domain through
reflective journals on ethical considerations. Knowledge gaps include quantifying empathy in
patient interactions and measuring adaptability in unexpected care scenarios. Uncertainties
exist in evaluating long-term retention of geriatric care principles and assessing students'
ability to integrate interdisciplinary perspectives. The tool's effectiveness in measuring
cultural competence in diverse geriatric populations remains to be determined. Further
information is needed on assessing students' capacity to prioritize interventions in complex
cases with limited resources and on methods to evaluate critical thinking in rapidly changing
geriatric care situations.

Communicating Grading Expectations for Geriatric Care Plan Assessment

Grading expectations will be communicated through a detailed rubric in the course syllabus
and discussed during the initial class session. The rubric will outline specific criteria for each
performance level, including care plan comprehensiveness, evidence-based practice
integration, and addressing geriatric-specific needs. A sample exemplary care plan will be
provided to illustrate expectations. Clarifying criteria will include a checklist of required care
plan components, guidelines for citing current geriatric care standards, and examples of
demonstrating critical thinking in complex cases. Regular feedback sessions will be
scheduled to address student questions and provide ongoing clarification. An online forum
will be established for students to post anonymized queries about grading expectations,
ensuring consistent communication across the cohort.

Validity and Reliability Processes for Geriatric Care Plan Assessment Tool

Validity will be established through content validation by geriatric care experts, construct
validation via factor analysis, and criterion-related validation by comparing assessment
scores with clinical performance. Reliability will be ensured through inter-rater agreement
tests, internal consistency measurement using Cronbach's alpha, and test-retest reliability
assessments. The strengths of these processes include comprehensive coverage of validity
types and multiple reliability measures, enhancing the tool's credibility. The involvement of
expert reviewers ensures alignment with current geriatric care standards. Weaknesses include
the time-intensive nature of these processes and potential subjectivity in expert reviews. The
factor analysis may only capture some nuances of geriatric care competencies. Students
learning between assessments might influence test-retest reliability. To mitigate these
weaknesses, strategies such as using a diverse expert panel, conducting pilot studies, and
incorporating student and preceptor feedback will be employed to refine the assessment tool
continuously.

Grading Rubric for Geriatric Chronic Care Management Assessment

Learning Non- Basic Proficient Distinguished

Objective performance
Evaluate the Fails to identify Identifies Comprehensively Demonstrates
complex health key health issues fundamental health evaluates health exceptional
needs of geriatric or overlook issues but needs needs, insight into
patients with crucial aspects of more depth in considering complex health
multiple chronic patient understanding interactions needs, including
conditions. condition. interactions between chronic subtle
between multiple conditions and interactions and
conditions. age-related potential future
factors. complications
Develop The care plan is Develops basic care Creates Develops
comprehensive incomplete or plan addressing comprehensive innovative, highly
care plans for lacks some patient needs care plan personalized care
elderly patients. consideration of but needs more addressing plan that exceeds
the patient's comprehensiveness. multiple aspects standard
unique of patient care, practice,
challenges. including incorporating
physical, evidence-based
cognitive, and strategies for
psychosocial complex cases
needs
Implement Fails to apply or Implements Effectively Implements
evidence-based misapplies essential evidence- implements cutting-edge,
interventions for evidence-based based interventions evidence-based highly effective
chronic disease interventions. with limited interventions, interventions,
management. adaptation to adapting them demonstrating
 patient's specific appropriately to an advanced
needs. the patient's understanding of
condition and current research
preferences. and its
application
Evaluate the Evaluation needs Provides essential Critically Conducts
effectiveness of to include critical evaluation of care evaluates care comprehensive
care strategies analysis. strategies with strategies, evaluation,
for geriatric limited insight into identifying providing
patients. effectiveness. strengths and innovative
areas for suggestions for
improvement improving care
based on patient based on in-
outcomes. depth analysis
and current
research
Demonstrate Need help using Demonstrates basic Proficiently uses Exhibits mastery
proficiency in or incorrectly proficiency in using various geriatric of advanced
geriatric-specific using assessment standard geriatric assessment tools geriatric
assessment tools tools and assessment tools and technologies, assessment tools
and technologies. technologies. and technologies. interpreting and
results accurately. technologies,
applying them
innovatively to
enhance patient
care
Collaborate Fails to engage Participates in team Collaborates Excels in team
effectively with in team collaboration with effectively, collaboration,
interdisciplinary collaboration or basic demonstrating showing
teams in long- demonstrates communication good leadership
term care poor skills. communication qualities and
settings. communication and respect for ability to
skills team members' optimize team
roles. performance for
enhanced patient
care
Integrate ethical Fails to recognize Identifies primary Effectively Demonstrates
considerations in or address ethical integrates ethical advanced ethical
geriatric care ethical issues in considerations but considerations reasoning,
decision-making. care decisions. needs help to into care navigating
integrate them fully decisions, complex ethical
into decision- balancing patient dilemmas with
making. autonomy and sensitivity and
best interests. insight