Geriatric Education Module: Detection and Treatment of Early

Geriatric Education Module: Detection and Treatment of Early

Geriatric Education Module: Detection and Treatment of Early Onset Depression for Family Nurse
Practitioner (FNP) Graduate Students
Stephanie Mathews-Brashear, MSN, APRN-C
Literature Review

Problem

Purpose

As of 2018, there are 248,000 nurse practitioners, two out of
three whom are licensed as family nurse practitioners (American
Academy of Nurse Practitioners, 2018). Family nurse
practitioners will be obliged to accommodate clinical geriatric
health needs, given the current national geriatrician shortage.
One geriatric syndrome, early onset depression, affects 10% of
older adults, from which, 50% are recognized with the diagnosis;
however, only 50% of this subpopulation are receiving adequate
medical treatment (Mijung, P. & Unutzer, J., 2011). Eighty percent
of those treated, receive care in the primary care realm (Mijung,
P., & Unutzer, J., 2011). Early onset depression oftentimes can
lead to chronic and recurrent episodes of depression. Atypical
clinical presentation, comorbid medical conditions, patient
resistance to diagnosis, provider barriers (time management,
inadequate knowledge base on diagnosis and treatment options,
and inadequate continuity of care), are some reasons supporting
the lack of clinical treatment among the elderly (2011).
Providing geriatric education that focuses on the early detection
and treatment of depression for family nurse practitioners may
assist in filling the void of medical intervention, by increasing the
confidence and knowledge base of this illness. This DNP project
involves the development and evaluation of a geriatric education
module for family nurse practitioner (FNP) students, with regards
to early detection and clinical treatment of depression.

Results

Database
from
20102018

In 2010, the AACN published adult-gerontology nurse practitioner
competencies for primary care, which was based on the National
Organization of Nurse Practitioner Facilities (NONPF)
competencies. These competencies include: management of
health/illness status, nurse practitioner-patient relationship,
teaching-coaching function, professional role, managing and
negotiating healthcare delivery systems, monitoring and insuring
quality of health care practice, and culturally sensitive care
(Thompson et al., 2014). With regards to the clinical diagnosis
and treatment of early onset depression, quality of depression
management and antidepressant prescribing can be developed
into a geriatric education module, with education tools such as
the Confusion Assessment Method (CAM), Mini Mental Status
Exam, and the Geriatric Depression Scale.

Study
Analysis

Key Terms

Theoretical Model

Analyses of National Organization of Nurse Practitioner Faculties
(NONPF) exposes educational variations when cross-mapping to
an established graduate education nursing program. Discovering
opportunities after reviewing for graduate nursing knowledge
growth and developing graduate education modules to enhance
student learning, by incorporating geriatric content relevant to
common geriatric syndromes, is the primary objective geriatric
education module. The resulting goal is to exemplify an enhanced
geriatric knowledge base for FNP students, implemented with a
base and confidence of managing this illness. multi-faceted
teaching module to increase the knowledge

Experiences provide a foundation for nursing first encounters with
actual real life patients (Rutherford-Hemming & Jennrich, 2013).
Simulation in OSCE provides a safe environment for clinical practice,
the ability to receive feedback from the SPs, and formative
evaluation from the faculty (Rutherford-Hemming & Jennrich, 2013).

Aim

The advantages to using SPs include facilitation of curriculum
objectives, providing immediate feedback to the student,
standardizing the student clinical experience, and providing the
student with academic accountability of learning (Vessey & Huss,
2002).

Analyses of National Organization of Nurse Practitioner Faculties
(NONPF) exposes educational variations when cross-mapping to an
established graduate education nursing program.
Discovering opportunities after reviewing for graduate nursing
knowledge growth and developing graduate education modules to
enhance student learning, by incorporating geriatric content relevant
to common geriatric syndromes, is the primary objective geriatric
education module.
The resulting goal is to exemplify an enhanced geriatric knowledge
base for FNP students, implemented with a multi-faceted teaching
module to increase the knowledge base and confidence of managing
this illness.

Formative simulation offers nursing students a means to
improve their clinical skills through performance feedback
(Ling, Fuller, Taylor, & Johnson, 2018). Based on the Angoff
standardization setting procedure, a triangulation method
was developed that included faculty feedback, student
evaluation, and simulation patient (SP) feedback (Ling et
al., 2018). This evaluation tool was evaluated for fidelity
with the International Nursing Association for Clinical
Simulation and Learning (INACSL) 2016 for current
standard of best practice with fidelity with criteria for the
standards noted (2018).

Acknowledgements
To my husband and three daughters who have been supportive
throughout this process. A special thank you to Dr. Brittany Hay,
DNP, ARNP, ANP-BC, FNP-BC for your support and mentorship on
my project. Thank you to all the staff at the University of South
Florida Nursing Department.

Disadvantages of using SPs in assessing students knowledge base
centralize around cost, and added time for faculty to plan and train
SPs for use in curriculum activities (Vessey & Huss, 2002).
Ultimately, utilizing SPs into graduate training supports the
effectiveness for teaching clinical and interpersonal skills (Lin, Chen,
Chao, & Chen, 2013).

University of South Florida College of Nursing

Using standardized patient and giving immediate
feedback with group discussion extends the learning
process of communication and assessment for
advanced practice nursing students (Lin et al., 2013)
(Hall, 2017). By integrating SPs into the geriatric
curriculum, academic faculty can teach, assess, and
evaluate their teaching program in comparison to Quality
and Safety Education for Nurses (QSEN) and National
Organization of Nurse Practitioner Faculties (NONPF)
competencies.

Discussion

Discussion
Population projections support a significant projected
increase in the number of people aged 65 and older in
the next decade. As older persons are more likely to be
living with chronic health conditions, the demand for
high quality primary care services to this populace will
also increase.
Adult Gerontology and Family Nurse Practitioners are
well positioned to meet the demand for increased
quality care and health outcomes. However, FNPs may
not feel as well prepared to manage geriatric
syndromes, such as early onset depression.
Development of an evidence-based project focused on
the development of geriatric education module for FNP
students at partnering university is essential to
preparing to providing medical care within this spectrum
of aging.
Without trained providers, there will likely be a negative
impact on the quality of life and health care for geriatric
patients, creating an increased health care burden on
the current health care system, supported by
unnecessary diagnostic and clinical testing, costinflated hospitalizations, and worsening financial burden
on patient and the health care industry.

References
Mijung, P., & Unutzer, J. (2011). Geriatric Depression in Primary Care.
Psychiatric Clinics of North America, 34(2), 469.
Ling, C., Fuller, A., Taylor, L., Johnson, H. (2018). Featured Article: Triangulation of
Multifactorial Assessment: Bringing Objectivity to Objective Structured Clinical
Examination Evaluation. Clinical Simulation in Nursing (16), 40-47.
Ling, C., Fuller, A., Taylor, L., Johnson, H. (2018). Featured Article: Triangulation of
Multifactorial Assessment: Bringing Objectivity to Objective Structured Clinical
Examination Evaluation. Clinical Simulation in Nursing (16), 40-47.
Rutherford-Hemming, T., & Jennrich, J.A. (2013). Using Standardized Patients to Strengthen
Nurse Practitioner Competency in the Clinical Setting. Nursing Education Perspective,
(6), 352-354.
Thompson, H.J., Belza, B., Baker, M., Christianson, P., Doorenbos, A., & Nguyen, H. (2014).
Original article: Identifying and Evaluation Electronic Learning Resources for Use in
Adult-Gerontology Nurse Practitioner Education. Journal of Professional Nursing, 30,
155-161.
Vessey, JA, & Huss K (2002). Using standardized patients in advanced practice nursing
education. Journal of Professional Nursing, 18 (1), 29-35.

Tampa, Florida

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