Gerontological Nursing: Compassionate Care for Older Adults, Exams of Nursing

Download Gerontological Nursing: Compassionate Care for Older Adults and more Exams Nursing in PDF only on Docsity! C475 - Care of the Older Adult Course of Study 1/30 This course supports the assessment for Care of the Older Adult. The course covers 10 competencies and represents 3 competency units. Introduction Overview An understanding of the effects that policy and legislation have on aging patients within the healthcare system sets a foundation for improving their care. Emphasis is placed on the specific needs of aging patients and the importance of maintaining their dignity. Watch the following video introduction for this course: Note: To download this video, right-click the following link and choose "Save as...": download video. Competencies This course provides guidance to help you demonstrate the following 10 competencies: Competency 742.1.1: Compassionate and Respectful Care of Older Adults The graduate integrates principles of compassion and respect for patients and their families into the planning and delivery of care to a diverse population of older adults and into advocacy for vulnerable older adults. Competency 742.1.2: Health Promotion/Maintenance and Living Environments of Older Adults The graduate evaluates the older adults' lifeworld with special awareness of the diversity among the health status of older adults, individualizing care according to the physical, mental/cognitive, functional, and psycho-social well-being of an elder patient, along with support systems in place. Competency 742.1.3: Health Needs of Older Adults The graduate effectively collaborates with patients, families and inter- professional team members in planning primary, secondary, tertiary and end-of- life care that addresses older adults' physical, mental, psychosocial and spiritual needs and preferences and responses to changes in health status and related treatments. Competency 742.1.4: Promoting Independence and Autonomy While Reducing Risk Factors in Older Adults The graduate recommends techniques to co-create health and illness management practices with older adults and their families (caregivers) that ensure safety and optimal maintenance of functional ability, taking into account patient characteristics and needs and patient and caregiver vulnerabilities as well as strengths. C475 - Care of the Older Adult Course of Study 2/30 Competency 742.1.5: Promoting Health and Independence in Older Adults The graduate selects appropriate evidence-based standards of health promotion, risk reduction, and disease prevention in older adult populations. Competency 742.1.6: Technology-Assisted Care of Older Adults The graduate collaborates with patients, families and the inter-professional team to select the appropriate application of technology to enhance older adults' safety and independence. Competency 742.1.7: Healthcare Systems and Health Policy The graduate evaluates the effectiveness of the healthcare environment and the influence of health policy in providing care that maximizes the function and independence of older adults in accordance with individual patient characteristics and patient and family needs. Competency 742.1.8: Care Transitions The graduate determines the needs of older adults and their families and caregivers in coordinating patient-centered, safe transitions of care that aim to assure the least restrictive care environment relative to strengths and vulnerabilities, and reduce unnecessary hospitalizations. Competency 742.1.9: Palliative and End-of-life Care The graduate collaborates with patients and families to support palliative care needs in order to reduce symptom burden and treatment fatigue and enhance quality of life, as well as end-of-life care that is compassionate, respectful, patient centered, and family supported. Competency 742.1.10: Genomics in Adult Care The graduate plans and provides patient care that incorporates genomic influences and risks and provides patient education that recognizes individual attitudes and values. Course Mentor Assistance As you prepare to successfully demonstrate competency in this subject, remember that course mentors stand ready to help you reach your educational goals. As subject matter experts, mentors enjoy and take pride in helping students become reflective learners, problem solvers, and critical thinkers. Course mentors are excited to hear from you and eager to work with you. Successful students report that working with a course mentor is the key to their success. Course mentors are able to share tips on approaches, tools, and skills that can help you apply the content you're studying. They also provide guidance in assessment preparation strategies and troubleshoot areas of deficiency. Even if things don't work out on your first try, course mentors act as a support system to guide you through the revision process. You should expect to work with course mentors for the duration of your coursework, so you are welcome to contact them as soon as you begin. Course mentors are fully committed to your success! C475 - Care of the Older Adult Course of Study 5/30 This course requires engagement with several specific resources from the Portal of Geriatrics Online Education. To access the full content, you'll need to register as a user. There is no charge for the content used in this course. Click the link below,and then enter your registration information. C475 - Care of the Older Adult Course of Study 6/30 Keep a record of your login and password, because you will use other content from this website later in the course. Portal of Geriatrics Online Education Pacing Guide The pacing guide suggests a weekly structure to pace your completion of learning activities. It is provided as a suggestion and does not represent a mandatory schedule. Follow the pacing guide carefully to complete the course in the suggested timeframe. Pacing Guide: Care of the Older Adult Note: This pacing guide does not replace the course. Please continue to refer to the course for a comprehensive list of the resources and activities. Genomics in Adult Care Modern medicine is founded on an increasingly deepening understanding of genomics and genetics, and to be an effective nurse, you will need to have a deep understanding of these concepts as well. Genomics and Older Adults You will be expected to understand the role genomes and genetics play in planning older patient care, and be able to explain these concepts to those patients in ways they understand. This topic addresses the following competency: Competency 742.1.10: Genomics in Adult Care The graduate plans and provides patient care that incorporates genomic influences and risks and provides patient education that recognizes individual attitudes and values. American Museum of Natural History Genomics Course If you have not yet enrolled in the American Museum of Natural History (AMNH) "Genetics, Genomics, Genetics for WGU" online course, do so now through the LR tab. Completion of Genetics, Genomics, Genetics for WGU can take up to four weeks. This certification is required for your assessment. When you have finished your AMNH C475 - Care of the Older Adult Course of Study 7/30 work, you will upload your certification to Taskstream. C475 - Care of the Older Adult Course of Study 10/30 Answer the following questions in your notebook: C475 - Care of the Older Adult Course of Study 11/30 List the senses involved in communication and how those senses help the older adult to interpret various forms of communication. List age-related physiological changes that affect communication. Define verbal and. nonverbal communication. Explain the importance of using open-ended questions when communicating with an older adult. Communication Exercise Imagine you are a nurse admitting an 87-year-old man in a wheelchair who is accompanied by his wife. List 10 non-verbal behaviors you may use during the admission interview to enhance communication. Simulation: Effects of Aging Go to the following website to perform one or more of the exercises listed. After completing the exercises, write in your notebook what your experience was and how it will impact your communication with and care for older adults. Aging Simulation Diverse Populations The global nature of modern society increases the likelihood that you will have patients from cultures different from your own. Communication skills that demonstrate respect and flexibility will provide comfort for both you and your patients. Read the following section in Gerontological Nursing: Competencies for Care. pages 602-614 in chapter 18 ("Appreciating Diversity and Enhancing Intimacy") In your notebook, answer the questions posed by Case Study 18- 1 (page 604). Health Promotion/Maintenance and Living Environments of Older Adults You will learn strategies to evaluate the environments where older adults spend most of their time, and you will focus on the functional, physical, cognitive, and social changes common in older adults. Living Environment C475 - Care of the Older Adult Course of Study 12/30 Older adults have a multitude of complex living environment concerns. Interdisciplinary involvement is often necessary to ensure that older adults have an appropriate and stimulating environment according to their physical and social needs. This topic addresses the following competency: Competency 742.1.2: Health Promotion/Maintenance and Living Environments of Older Adults The graduate evaluates the older adults' lifeworld with special awareness of the diversity among the health status of older adults, individualizing care according to the physical, mental/cognitive, functional, and psycho-social well-being of an elder patient, along with support systems in place. This topic addresses the following learning objectives: Identify functional and physical changes in the aging adult that would necessitate changes to the living environment. Identify cognitive, psychological, and social changes common to the aging adult that would necessitate changes to the living environment. Recognize steps to mitigate common physical safety issues. Analyze the living environment of a given older adult with special awareness of the functional, physical, cognitive, psychological, and social changes of aging. Common Risk Factors Read the following chapter in Gerontological Nursing: Competencies for Care: chapter 12 ("Identifying and Preventing Common Risk Factors in the Elderly") In your notebook, address the following questions: How do these risk factors affect the living environment and arrangements for older adults? How can adaptations be made in living environments so that compromised adults can live in the least restrictive environment? What professionals in other fields can you call on to assist in recommending or making adaptations to living environments? Promoting Quality of Life Read the following chapter in Gerontological Nursing: Competencies for Care. chapter 22 ("Promoting Quality of Life") C475 - Care of the Older Adult Course of Study 15/30 Search the Education resources, and other items of interest to you. Make note of resources that will be helpful in your practice with older adults. C475 - Care of the Older Adult Course of Study 16/30 Health Needs of Older Adults Comprehensive assessment is the foundation of an individualized plan of care for an older adult. Enhanced skills in comprehensive geriatric assessment can improve health outcomes, increase nursing assessment confidence, and provide a role model for health care teams. You will review how to effectively plan care to address the older adult social, physical, cognitive, and emotional response to disease, injury, treatment, pharmacology and disability. Assessing Needs You will identify physiologic changes in the older adult that impact screening, health promotion, and treatment choices. You will also analyze the relationship between pharmokinetics and pharmodynamics. This topic addresses the following competency: Competency 742.1.3: Health Needs of Older Adults The graduate effectively collaborates with patients, families and inter- professional team members in planning primary, secondary, tertiary and end-of- life care that addresses older adults' physical, mental, psychosocial and spiritual needs and preferences and responses to changes in health status and related treatments. This topic addresses the following learning objectives: Identify how the physiological changes of aging affect the organs involved in absorption and excretion of medications Recognize functional changes and mobility issues that may threaten independence in the older adult. Identify factors that may contribute to alterations in nutrition, metabolism, and elimination in older adults. Recognize the signs and symptoms of geriatric syndromes and the subsequent frailty that may result. Apply knowledge of the aging process and associated risk factors; skills in history-taking and assessment; and respect for the dignity of older adults in a comprehensive, individualized assessment. Identify and use valid and reliable standardized tools of functional assessment in older adults. Identify and use valid and reliable standardized tools of cognitive assessment in older adults. Observe for risks or the presence of the five most common geriatric syndromes (pressure ulcers, incontinence, falls, functional decline, and delirium). Review of the Physiological Systems C475 - Care of the Older Adult Course of Study 17/30 Read the following chapter in Gerontological Nursing: Competencies for Care. C475 - Care of the Older Adult Course of Study 20/30 Compare specified theories of aging, including the genetic theory. Describe how to use evidence-based assessment tools and methods to conduct a comprehensive assessment of an older adult. Promote quality outcomes through the application of evidence-based practices specific to the care needs of older adults. Promote evidence-based practice by utilizing the Beer list of potentially unsafe medications for the elderly. Contribute to interdisciplinary plans of care to promote health, reduce risk, and prevent disease in older adults. Contribute to interdisciplinary care plans that address common acute and chronic health conditions, such as arthritis, diabetes, cardiovascular diseases that may lead to congestive heart failure, and dementia. Consider potential drug side effects in assessing adverse symptoms in older adults. Management of Common Illnesses, Diseases, and Health Conditions Read the following chapter in Gerontological Nursing: Competencies for Care: chapter 13 ("Management of Common Illnesses, Diseases, and Health Conditions") Which of these conditions will be most challenging for you in your practice with older adults? Why? Management of Common Problems Read the following in Gerontological Nursing: Competencies for Care: chapter 14 ("Management of Common Problems") In your notebook complete the following items: Describe three examples of different vulnerabilities in older adults. As a healthcare professional, what impact can you expect to make on these vulnerabilities? Explain the difference between intrinsic and extrinsic risk factors for falls. Name three interventions for fall prevention. Explain the difference between a physical and chemical restraint. What are alternatives to restraints? Managing Dementia Read the following in Gerontological Nursing: Competencies for Care: C475 - Care of the Older Adult Course of Study 21/30 chapter 15 ("Management of Dementia") C475 - Care of the Older Adult Course of Study 22/30 Personal Reflection The nursing staff in a long-term care facility insists that checking residents every 3 hours for incontinence and changing undergarments when needed is more cost- effective and laborsaving than bladder training. They point out that no one has developed skin breakdown. Develop a plan to promote continence and a rationale to support implementation. Consider your philosophy of nursing and conception of care for the elderly in the rationale. Online Professional Resources There are several websites that contain excellent resources from professional and academic organizations. The Hartford Institute for Geriatric Nursing from New York University College of Nursing is one such resource. ConsultGeriRN.org Select the View Tutorial link for site navigation information and use some of the resources provided in this site. Explore some of the resources. Inappropriate Medication Use Older adults are often prescribed multiple medications to address a variety of health issues. Access the following website from The Hartford Institute for Geriatric Nursing and find information about medication management. ConsultGeriRN.org Use the following instructions to locate materials: 1. Below the first level of tabs, see the dropdown box, "Select a protocol/topic." 2. Click the dropdown arrow and select "Medication." 3. Read the information. 4. Then, from the "Assessment/Screening Tools" menu at the right side of the screen, select the video, "The Beers Criteria for Potentially Inappropriate Medication Use in Older Adults." 5. Watch the video to see how to implement the criteria for choosing appropriate medications for older adults. Genetics, Genomics, and Genethics Take the "Genetics, Genomics and Genethics" course produced by the American Museum of Natural History. You are required to submit your final scores as part of your culminating portfolio experience. Use the information you received on registration with the AMNH Seminar to log in and access the course. C475 - Care of the Older Adult Course of Study 25/30 notebook: Define autonomy and self-determination. C475 - Care of the Older Adult Course of Study 26/30 Nurses may face ethical dilemmas when they advocate for autonomy in the face of being forced to comply with regulatory guidelines. Write a brief summary on how nurses can facilitate autonomy in elder patients. Another ethical issue of self-determination and autonomy is that of assisted suicide. Explore your thoughts on how self-determination conflicts with laws preventing assisted suicide of terminal patients. What are your thoughts on Oregon's, "Death with Dignity Act"? Would your personal beliefs impact the care you provide? Assess the effectiveness of various steps taken to assist health professionals in recognizing and reporting suspected mistreatments of older adults. Physical Restraints Read the following article. List in your notebook other alternatives to restraint use for older adults and in what circumstances you would deem them necessary. Use of Physical Restraints with Elderly Patients Chemical Restraints Read the following three articles: 3 Nursing Home Patients Killed by 'Chemical Restraints' Antipsychotic Drugs Abused as Chemical Restraints for Elderly Chemical and physical restraint use in the older person How do you evaluate the validity of these articles? How will they affect the way you consider the use of medications for chemical restraint for your patients? Maximizing Strengths and Overcoming Vulnerabilities There are multiple concerns to consider when planning care for older adults. This topic addresses the following competency: Competency 742.1.4: Promoting Independence and Autonomy While Reducing Risk Factors in Older Adults The graduate recommends techniques to co-create health and illness management practices with older adults and their families (caregivers) that ensure safety and optimal maintenance of functional ability, taking into account patient characteristics and needs and patient and caregiver vulnerabilities as well as strengths. This topic addresses the following learning objectives: C475 - Care of the Older Adult Course of Study 27/30 Identify appropriate principles of care commensurate with older adults' vulnerabilities and the frequency and intensity of care needs. Assess the effectiveness of various steps taken to assist health professionals in recognizing and reporting suspected mistreatment of older adults or abuse of resources. Recommend appropriate individualized care practices to eliminate the use of physical and chemical restraints in older adults. Recommend techniques to cocreate health practices of a given older adult and family to address identified patient vulnerabilities. Case Studies Read the following case studies from the University Of Washington School of Medicine. If you logged out before, remember to log in to the Portal of Geriatric Online Education to see all content. Complete the questions for each case in your notebook. Restraint Use in the Elderly Promoting Health and Independence in Older Adults This century reflects a time of change for nursing and the way nurses deliver health care to the population over the age of 65 years. Most of these individuals expect to have an active life in the community well into their seventh decade. Each decade of life past age 65 often brings with it acute illnesses and chronic conditions accompanied by increased disability. Nurses caring for older adults must advocate for and use new ways to provide care to these adults that promotes their quality of life. Health Promotion Healthy aging and the active promotion of the health of older people are becoming increasingly important in national policies. This section reviews appropriate evidenced-based standards, risk reduction, and disease prevention in older adults. This topic addresses the following competency: Competency 742.1.5: Promoting Health and Independence in Older Adults The graduate selects appropriate evidence-based standards of health promotion, risk reduction, and disease prevention in older adult populations. This topic addresses the following learning objectives: Explain how to facilitate older adults' active engagement and participation in their own healthcare. After discussing evidence-based health promotion activities, facilitate the development of health promotion goals with a given older adult. C475 - Care of the Older Adult Course of Study 30/30 Read the following chapter in Gerontological Nursing: Competencies for Care. chapter 10 ("Promoting Independence in Later Life") Consider the value you place on your own level of independence. In your notebook, answer each of the following questions: What measures of independence would be most difficult for you to forfeit if you became increasingly disabled? What accommodations might you want in order to ease the transitions you would encounter? Do these values and wishes differ significantly from those of the elderly people you know? How can the rehabilitation process be used to restore independence and function to older adults? Compare the principles of functional ability and quality of life to the older adult Identify a specific healthcare policy that either promotes or hinders the independence or autonomy of an older adult. What barriers does this policy have? Does this policy have any noticeable gaps that would exclude a portion of older adults? Healthy Behaviors Read the following in Gerontological Nursing: Competencies for Care: chapter 11 ("Promoting Healthy Aging") Complete Case Study 11-1 on page347. Complete the Personal Reflections on page 349. Technology-Assisted Care of Older Adults Older adults' choice and use of advanced medical technology is sometimes limited. You will learn about technology recommendations and the use of technology for older adults. Technology Innovations You will identify the major types of technology used to enhance older adults' function, independence, and safety while contrasting the positive and negative consequences related to using assistive devices. This topic addresses the following competency: Competency 742.1.6: Technology-Assisted Care of Older Adults C475 - Care of the Older Adult Course of Study 31/30 The graduate collaborates with patients, families and the inter-professional team to select the appropriate application of technology to enhance older adults' safety and independence. This topic addresses the following learning objectives: C475 - Care of the Older Adult Course of Study 32/30 Recognize the value of electronic health records to care coordination among older adults across various health care settings and providers. Identify the major types of assistive technology commonly used to enhance older adults' function, independence, and safety. Explain the teaching methods for introducing an older adult patient to a new technology. Teaching Older Adults Read the following chapter in Gerontological Nursing: Competencies for Care. chapter 9 ("Teaching Older Adults") In your notebook, respond to the following items: List common barriers to teaching older adults. How can these barriers be overcome? Explain the teaching methods you would use to introduce an older adult to a new technology. How would you evaluate that your teaching has been effective? Assistive Technologies Read the following in Gerontological Nursing: Competencies for Care: chapter 16 ("Using Assistive Technology to Promote Quality of Life for Older Adults") Complete the case study on page 570. In you your notebook, write your responses to the following scenario: Mr. Brown is able to be discharged home and care for his wife: What websites would you use to help you identify community resources for Mr. and Mrs. Brown? Discuss the community resources suggested to Mr. Brown. What websites might be helpful for Mr. Brown in terms of education and social support for stroke and dementia? What assistive devices might you suggest for Mr. Brown? Where did you find information about this equipment and/or devices? How would you teach Mr. Brown about their use? Technology Acceptance You will focus on planning and evaluating the effectiveness of using assistive technologies. You will also look at specific teaching techniques to help older adults use assistive technologies. C475 - Care of the Older Adult Course of Study 35/30 You will evaluate the effectiveness of the healthcare environment in providing care that maximizes the function and independence of older adults in accordance with individual patient characteristics and needs. Healthcare Systems The aging of the population will have a major impact on the organization and delivery of health care. Of particular importance will be the shift from acute to chronic illnesses and the likely growing shortage of health care workers, especially nurses and paraprofessionals. This topic addresses the following competency: Competency 742.1.7: Healthcare Systems and Health Policy The graduate evaluates the effectiveness of the healthcare environment and the influence of health policy in providing care that maximizes the function and independence of older adults in accordance with individual patient characteristics and patient and family needs. This topic addresses the following learning objectives: Explain the implications of an aging population for health policy. Compare the foundational principles, goals, and methods of identified government programs and other community health initiatives available to older adults. Identify community resources for older adults that facilitate autonomy and quality of life for a given scenario. Geriatric Resources Access the following video provided by Hartford Institute for Geriatric Nursing website: ConsultGeriRN.org Navigate the website to watch the "Geriatric Resources" video: 1. Type "Geriatric Resources Video" into the search menu. 2. Click the first option that appears. 3. Select GNEC Podcasts. 4. Select "Geriatric Resources" and watch the video. Impact of the Aging Population Read the following article and answer the questions below: " Impact of the Aging Population" C475 - Care of the Older Adult Course of Study 36/30 Describe how the resources older adults have for healthcare affects the care they might receive. Describe how the various health care models impact nursing. How do you think things have changed in the years since this article was written? Healthcare Policy and Reform Society responds to needs in different ways. You will look at models for healthcare in the global economy, and how systems and policies affect nursing and older populations. This topic addresses the following competency: Competency 742.1.7: Healthcare Systems and Health Policy The graduate evaluates the effectiveness of the healthcare environment and the influence of health policy in providing care that maximizes the function and independence of older adults in accordance with individual patient characteristics and patient and family needs. This topic addresses the following learning objectives: Compare the opportunities and constraints of supportive living arrangements on the function and independence of older adults. Analyze healthcare trends related to the independence and autonomy of older adults. Analyze a given policy or legislative act that promotes or hinders the independence and autonomy of older adults. Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services to older adults, differentiating the roles of Medicare and Medicaid. Explain the elements of the triple aim of healthcare reform as reflected in the care of older adults. Evaluate the influence of payer systems on access, quality, and affordability of healthcare for older adults. U.S. Resources for Older Adults There are many online resources to help you understand Medicare and Medicaid programs. Information on government sites is most reliable. Read the following FAQs for a quick overview: " Medicare and Medicaid - FAQs" International Models for Health Care Read the following chapter in Gerontological Nursing: Competencies for Care: chapter 19 ("Global Models of Health Care") C475 - Care of the Older Adult Course of Study 37/30 Trends in Gerontological Care C475 - Care of the Older Adult Course of Study 40/30 This topic addresses the following competency: Competency 742.1.8: Care Transitions The graduate determines the needs of older adults and their families and caregivers in coordinating patient-centered, safe transitions of care that aim to assure the least restrictive care environment relative to strengths and vulnerabilities, and reduce unnecessary hospitalizations. This topic addresses the following learning objectives: Identify common, preventable errors that occur related to the transition of care for older adults, such as inaccurate or absent medication reconciliation. Identify effective communication strategies to promote a safe transition of care for the older adult. More Resources for the Care Transitions Model Look through the following online resources for more information to help you implement a care transitions model: "The Transitional Care Model" "Transitional Care Model" " Nursing's Contributions to Care Coordination and Transitional Care: State of the Science" Skills for Ensuring Safe Transitions Ensuring older patients are safely transitioned can be a difficult task. It is important, then, that you develop skills in performing transitions. This topic addresses the following competency: Competency 742.1.8: Care Transitions The graduate determines the needs of older adults and their families and caregivers in coordinating patient-centered, safe transitions of care that aim to assure the least restrictive care environment relative to strengths and vulnerabilities, and reduce unnecessary hospitalizations. This topic addresses the following learning objectives: Apply appropriate methods to evaluate the transition of an older adult to a new care environment. Determine the receiving caregiver's knowledge of a given patient's care needs when transitioning care. Apply multiple communication techniques that promote safe transition of care. Analyze the effectiveness of a transition in protecting older adults from C475 - Care of the Older Adult Course of Study 41/30 harm in a given scenario. C475 - Care of the Older Adult Course of Study 42/30 Skills for Ensuring Safe Transitions Read the following chapter in Gerontological Nursing: Competencies for Care. chapter 23 ("The Gerontological Nurse as Manager and Leader") What role will nurses have in implementing programs to improve care Palliative Care and End-of-Life Care Palliative care evolved from the hospice movement; health care providers embrace its philosophy of whole-person care for those persons with life-limiting illnesses. Palliative Care This topic addresses the following competency: Competency 742.1.9: Palliative and End-of-life Care The graduate collaborates with patients and families to support palliative care needs in order to reduce symptom burden and treatment fatigue and enhance quality of life, as well as end-of-life care that is compassionate, respectful, patient centered, and family supported. This topic addresses the following learning objectives: Identify fundamentals of pain and symptom management in the palliative care of patients with chronic illness. Determine the needs and wishes of patients and families related to palliative care. End-of-Life Care Read the following in Gerontological Nursing: Competencies for Care: chapter 24 ("End-of-Life Care") In your notebook, address the following issues: What is the nurse's role on the inter-professional team regarding end of life care? Compare and contrast the goals of curative, palliative and hospice care. Contrast cultural, psychosocial and spiritual issues that affect end of life care. Death and Dying: A Simulation Exercise C475 - Care of the Older Adult Course of Study 45/30 Care") Read the following article: Culturally Diverse Communities and End-of-Life Care C475 - Care of the Older Adult Course of Study 46/30 What are your personal choices for end-of-life care? How have your own choices and values affected the way you experience caring for others near the end of life? Online Module Complete the following online module from the NIH on end-of-life-care: "End of Life: Helping with Comfort and Care" Final Steps Congratulations on completing the activities in this course! This course has prepared you to complete the assessment associated with this course. If you have not already been directed to complete the assessment, schedule and complete your assessment now. The WGU Library The WGU Library The WGU Libraryis available online to WGU students 24 hours a day. 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