NURS 5163 – Comprehensive Care of the Older Person<\/p>\n
Assessment 3 – Portfolio<\/p>\n
Your Name & Student Number<\/p>\n
Table of Contents<\/p>\n
1.\tLearning Activity 5 \u2013 Ageing Population\t2
\n2.\tLearning Activity 19 \u2013 Policies & Guidelines\t3
\n3.\tLearning Activity 22 \u2013 Recommendations from the Royal Commission\t4
\n4.\tLearning Activity 23 \u2013 Physical Assessment\t5
\n5.\tLearning Activity 27 \u2013 Spiritual Assessment\t6
\n6.\tLearning Activity 33 \u2013 Health education & Health promotion\t7
\n7.\tLearning Activity 34 \u2013 Quality use of Medicine\t8
\n8.\tLearning Activity 35 \u2013 Best Practice- Reflection\t9
\n9.\tReferences\t10<\/p>\n
1.\tLearning Activity 5 \u2013 Ageing Population
\n1.\tDo you believe that an increasingly ageing population poses a serious threat to the Australian government’s capacity to provide health and social care services to older Australians? If so, why? If not, why not?<\/p>\n
2.\tWhat steps do you believe need to be taken in order plan for the future provision of health and social care to older Australians and their families?<\/p>\n
3.\tIn what ways do you think the health care system needs to change in order to better meet the needs of older Australians in the future?<\/p>\n
4.\tHow do you think population ageing will influence the roles and responsibilities of health professionals?<\/p>\n
2.\tLearning Activity 19 \u2013 Policies & Guidelines
\nHigh-level strategic policies give effect to the visions and directions of the government and guide the whole direction and culture of the department or the portfolio. Policies inform staff of their working arrangements in terms of process, content, attitude, priority and urgency.
\nTo assist in answering the following questions review the SA Health Policies and guidelines
\n1.\tPlease review the title of each policy and identify which ones are specifically related to the older person and make a note of your findings.<\/p>\n
2.\tAfter you have identified the policies that are applicable to caring for the older person which ones are you not familiar with? Identify those policies and list 3 key messages that are related to that policy.<\/p>\n
3.\tIn your opinion are there any policies or directives that are missing in the care of the older person, what are they and why do you think they are needed?<\/p>\n
4.\tIf you could change ONE thing about our health care system regarding caring for the older person, what would that be? And how could it be implemented?<\/p>\n
3.\tLearning Activity 22 \u2013 Recommendations from the Royal Commission<\/p>\n
This topic will examine: Reform agendas in aged care
\nLearning objectives
\nAt the completion of this topic you should be able to:
\n1.\tCritically discuss key reforms that have occurred in caring for older people and aged care services in Australia.
\n2.\tBe aware of the recommendations that have been made from the Royal Commission in Aged Care Quality & Safety and how this will influence reform in the way we care for our older persons in Australia.<\/p>\n
4.\tLearning Activity 23 \u2013 Physical Assessment<\/p>\n
Bob Tomlinson sustained a hip fracture from a fall as he was taking his rubbish bin out.
\nAfter surgery, he is admitted to a surgical ward for recovery.
\nHe is 90 years old and lives alone since his wife\u2019s death three years ago.
\nHe has a son who lives in Australia, with whom he seems to have little contact.
\nMr Tomlinson desperately wants to go home.
\nHe often talks about his 10-year-old Labrador, who is being looked after by neighbours.
\nHe has started walking with a frame but has developed continence problems and it is likely that he will require support with activities of daily living after discharge.
\nYou are one of the health care professionals looking after Mr Tomlinson on the ward and have been tasked with writing a care plan for him.
\n1.\tWhich questions would you ask Mr Tomlinson regarding his physical health?
\n2.\tWhich tools, tests or screening would you use to assess the physical domain?
\n3.\tWhat other domains of health need to be assessed to ensure holistic care?
\n4.\tHow do Mr Tomlinson\u2019s physical issues affect the other domains of health?
\n5.\tWhich health professionals need to be involved in Mr Tomlinson\u2019s care?
\n(Wiltjer & Kendall 2019a, p. 44)<\/p>\n
5.\tLearning Activity 27 \u2013 Spiritual Assessment
\nTake a moment to reflect on practice \u2013 your own and\/or that of other members of staff \u2013 to identify whether the spiritual needs of older people are met in your workplace. Consider the following questions:
\n1.\tHow well is spiritual care assessed in your workplace?
\n2.\tWhat barriers prevent you or your colleagues from assessing the spiritual needs of the older people under your care?
\n3.\tWhat could be done to improve the assessment and evaluation process in terms of spiritual care provision?
\n(Wiltjer & Kendall 2019e, p27)<\/p>\n
6.\tLearning Activity 33 \u2013 Health education & Health promotion
\n\u2022\tJeffery is a 76 years of age and lives in an outer Adelaide Southern suburb .<\/p>\n
\u2022\tHe owns his own house and lives alone following the death of his wife 18 months ago.<\/p>\n
\u2022\tHe has two dogs that are always with him.
\n\u2022\tJeffery is quite active and regularly walks for 10 kms three times a week.<\/p>\n
\u2022\tHe states that he doesn’t seem to get lonely as he often catches up with people on his walks. He also swims at the local heated pool at least twice a week.
\n\u2022\tHis family is settled in other areas of the state and they usually visit each other monthly and ring each other regularly on the phone.<\/p>\n
\u2022\tJeffery states that he has had increasing vertigo and intermittent hearing loss that he describes as annoying especially when he is \u2018on the phone.\u2019<\/p>\n
\u2022\the had recently had a bout of gastroenteritis which made him quite dehydrated and he required a short stay in the local hospital.<\/p>\n
\u2022\tJefefry keeps mentally active by reading, completing, crosswords, brain games and using the Internet.
\n\u2022\tAt time he is concerned that he is getting dementia as he forgets things easily.<\/p>\n
\u2022\tThe GP is concerned that there is a degree of dementia and wants to send Jeffery for more tests.<\/p>\n
\u2022\tThis is frightening for him as he has always been mentally active and managed a large business until his retirement at 70.<\/p>\n
\u2022\tJeffery believes that he has excellent health and does not take any medication.
\n1.\tPlease discuss: The interventions that will be applied in this situation (from a Health education & Health promotion perspective) that will help manage, improve, and maintain Jeffery’s health.<\/p>\n
7.\tLearning Activity 34 \u2013 Quality use of Medicine<\/p>\n
Please review the following resources on:
\n1.\tMedications & Older Adults
\n2.\t Medications and Adverse Outcomes in Older Adults
\nOnce you have reviewed these resources you will be in a good position to undertake the following case study:<\/p>\n
Mrs AB is 95 years old and has a past medical history of osteoporosis, ischaemic heart disease and atrialfibrillation. She has spent the last couple of years in a care home. Her current medication is<\/p>\n
1.\taspirin 300mg daily,
\n2.\tbisoprolol 2.5mg daily,<\/p>\n
3.\talendronate 70mg weekly,<\/p>\n
4.\tAdcalD3 1tablet twice daily,
\n5.\tsimvastatin 40 mg at night<\/p>\n
6.\tand paracetamol 1g four times daily.
\nQuestions:
\n1.\tPlease rationalise Mrs AB\u2019s medications
\n2.\tWhat are some of the barriers to implementing strategies to limit the potential harms due to polypharmacy?
\n3.\tProvide some strategies that you could use in your role as a health care professional to overcome the barriers that you identified?<\/p>\n
8.\tLearning Activity 35 \u2013 Best Practice- Reflection<\/p>\n
Leaders play an essential role in the health care of older adults. Please read the following article: Senior manager leadership competencies for quality residential aged care: an Australian industry perspective, Do you agree with the authors findings that The differences of views of leaders\u2019 role and competence, and especially the increased focus on personal characteristics may have an impact on the health care provided to older adults?Please justify your response.<\/p>\n
9.\tReferences<\/p>\n
Learning Activities\tHigh Distinction 85% +\tDistinction 75-84%\tCredit 65-74%\tP1 55-64%\tP2 50-54%\tF1 40-49%\tF2
\n0-39%
\nLearning Activity Five (5) \u2013 Week Two (2)<\/p>\n
Ageing population (250 words)
\n5 Marks\tAs for D plus stimulates new thoughts\/perspective s on the topic in response to the questions posed in the Learning Activity. Excellent level of critical analysis\tComprehensively answers all the questions posed in Learning Activity. Responses are conveyed clearly, succinctly & concisely.
\nVery good level of critical analysis.\tClearly answers all the questions posed in the Learning Activity. Responses are synthesised & non- repetitive in manner.
\nEvidence of critical analysis.\tAdequately answers most of the questions posed in the Learning Activity.
\nSome evidence of critical analysis.\tInformation is not clearly presented in response to the questions posed in the Learning Activity. Responses are mostly descriptive with limited evidence of critical analysis.\tMinimal attempt to answer the questions Posed in the Learning Activity Responses are simplistic with limited to no evidence of critical analysis.\tincorrect and unstructured or absent response to most of the questions posed in the Learning Activity
\nNo evidence of critical analysis<\/p>\n
Learning Activity Nineteen(19) \u2013 Week Four (4)<\/p>\n
Policies & Guidelines<\/p>\n
(500 words)<\/p>\n
10 Marks\tAs for D plus stimulates new thoughts\/perspective s on the topic in response to the questions posed in the Learning Activity. Excellent level of critical analysis\tComprehensively answers all the questions posed in Learning Activity. Responses are conveyed clearly, succinctly & concisely.
\nVery good level of critical analysis.\tClearly answers all the questions posed in the Learning Activity. Responses are synthesised & non- repetitive in manner.
\nEvidence of critical analysis.\tAdequately answers most of the questions posed in the Learning Activity.
\nSome evidence of critical analysis.\tInformation is not clearly presented in response to the questions posed in the Learning Activity. Responses are mostly descriptive with limited evidence of critical analysis.\tMinimal attempt to answer the questions Posed in the Learning Activity Responses are simplistic with limited to no evidence of critical analysis.\tincorrect and unstructured or absent response to most of the questions posed in the Learning Activity
\nNo evidence of critical analysis<\/p>\n
Learning Activity Twenty Two (22) \u2013 Week Five (5)
\nFuture Needs (500 words)
\n10 Marks\tAs for D plus stimulates new thoughts\/perspective s on the topic in response to the questions posed in the Learning Activity.
\nExcellent level of\tComprehensively answers all the questions posed in Learning Activity. Responses are conveyed clearly, succinctly &
\nconcisely.\tClearly answers all the questions posed in the Learning Activity. Responses are synthesised & non- repetitive in manner.
\nEvidence of critical\tAdequately answers most of the questions posed in the Learning Activity.
\nSome evidence of critical analysis.\tInformation is not clearly presented in response to the questions posed in the Learning Activity. Responses are mostly descriptive
\nwith limited evidence\tMinimal attempt to answer the questions Posed in the Learning Activity Responses are simplistic with limited to no evidence of
\ncritical analysis.\tincorrect and unstructured or absent response to most of the questions posed in the Learning Activity
\nNo evidence of critical analysis<\/p>\n
Learning Activities\tHigh Distinction 85% +\tDistinction 75-84%\tCredit 65-74%\tP1 55-64%\tP2 50-54%\tF1 40-49%\tF2
\n0-39%
\ncritical analysis\tVery good level of
\ncritical analysis.\tanalysis.\t\tof critical analysis.<\/p>\n
Learning Activity Twenty Three (23) \u2013 Week Seven (7)<\/p>\n
Physical Assessment & Evaluation<\/p>\n
(500 words)
\n10 Marks\tAs for D plus stimulates new thoughts\/perspective s on the topic in response to the questions posed in the Learning Activity. Excellent level of critical analysis\tComprehensively answers all the questions posed in Learning Activity. Responses are conveyed clearly, succinctly & concisely.
\nVery good level of critical analysis.\tClearly answers all the questions posed in the Learning Activity. Responses are synthesised & non- repetitive in manner.
\nEvidence of critical analysis.\tAdequately answers most of the questions posed in the Learning Activity.
\nSome evidence of critical analysis.\tInformation is not clearly presented in response to the questions posed in the Learning Activity. Responses are mostly descriptive with limited evidence of critical
\nanalysis.\tMinimal attempt to answer the questions Posed in the Learning Activity Responses are simplistic with limited to no evidence of critical analysis.\tincorrect and unstructured or absent response to most of the questions posed in the Learning Activity
\nNo evidence of critical analysis<\/p>\n
Learning Activity Twenty Seven (27)
\n\u2013 Week Seven (7)<\/p>\n
Spiritual Assessment & Evaluation – Reflection
\n10 Marks\tThe reflection is thoughtful & exceptionally well organised. It clearly explains the student\u2019s own thinking about the question posed\tThe reflection is comprehensive, it clearly explains the student\u2019s own thinking about the question posed\tThe reflection is clear, it explains the student\u2019s own thinking about the question posed\tThe reflection is adequate, it summarises the student\u2019s own thinking about the question posed\tThe reflection is identifiable, but not clearly presented. it is vague and\/or unclear about the question posed\tThe reflection does not articulate any connection to the question posed\tThe reflection is absent\/ or not relevant and does not address the student\u2019s thinking about the question posed<\/p>\n
Learning Activity Thirty Three A (33A) \u2013 Health Education & Health Promotion\tAs for D plus stimulates new thoughts\/perspective s on the topic in response to the\tComprehensively answers all the questions posed in Learning Activity. Responses are\tClearly answers all the questions posed in the Learning Activity. Responses are synthesised &\tAdequately answers most of the questions posed in the Learning Activity.
\nSome evidence of\tInformation is not clearly presented in response to the questions posed in the Learning Activity.\tMinimal attempt to answer the questions Posed in the Learning Activity
\nResponses are\tincorrect and unstructured or absent response to most of the questions posed in the Learning<\/p>\n
Learning Activities\tHigh Distinction 85% +\tDistinction 75-84%\tCredit 65-74%\tP1 55-64%\tP2 50-54%\tF1 40-49%\tF2
\n0-39%
\n(500 words)
\n10 Marks\tquestions posed in the Learning Activity. Excellent level of critical analysis\tconveyed clearly, succinctly & concisely.
\nVery good level of critical analysis.\tnon- repetitive in manner.
\nEvidence of critical analysis.\tcritical analysis.\tResponses are
\nmostly descriptive with limited evidence of critical analysis.\tsimplistic with
\nlimited to no evidence of critical analysis.\tActivity
\nNo evidence of critical analysis<\/p>\n
Learning Activity Thirty-Four (34) \u2013 Week Ten (10)<\/p>\n
Quality Use of Medicine<\/p>\n
(500 words)
\n10 Marks\tAs for D plus stimulates new thoughts\/perspective s on the topic in response to the questions posed in the Learning Activity. Excellent level of critical analysis\tComprehensively answers all the questions posed in Learning Activity. Responses are conveyed clearly, succinctly & concisely.
\nVery good level of critical analysis.\tClearly answers all the questions posed in the Learning Activity. Responses are synthesised & non- repetitive in manner.
\nEvidence of critical analysis.\tAdequately answers most of the questions posed in the Learning Activity.
\nSome evidence of critical analysis.\tInformation is not clearly presented in response to the questions posed in the Learning Activity. Responses are mostly descriptive with limited evidence of critical
\nanalysis.\tMinimal attempt to answer the questions Posed in the Learning Activity Responses are simplistic with limited to no evidence of critical analysis.\tincorrect and unstructured or absent response to most of the questions posed in the Learning Activity
\nNo evidence of critical analysis<\/p>\n
Learning Activity Thirty-Five (35) \u2013 Week Twelve (12)<\/p>\n
Best Practice- Reflection<\/p>\n
(500 words)
\n10 Marks\tThe reflection is thoughtful & exceptionally well organised. It clearly explains the student\u2019s own thinking about the question posed\tThe reflection is comprehensive, it clearly explains the student\u2019s own thinking about the question posed\tThe reflection is clear, it explains the student\u2019s own thinking about the question posed\tThe reflection is adequate, it summarises the student\u2019s own thinking about the question posed\tThe reflection is identifiable, but not clearly presented. it is vague and\/or unclear about the question posed\tThe reflection does not articulate any connection to the question posed\tThe reflection is absent\/ or not relevant and does not address the student\u2019s thinking about the question posed<\/p>\n
Use of scholarly
\nliterature to support\tExtensive use of
\nscholarly literature\tComprehensive use
\nof scholarly literature)\tSound use of
\nscholarly literature to\tAdequate use of
\nscholarly literature to\tLimited use of
\nscholarly literature to\tInadequate use of
\nscholarly literature to\tNo\/inappropriate use
\nof evidence to<\/p>\n
Learning Activities\tHigh Distinction 85% +\tDistinction 75-84%\tCredit 65-74%\tP1 55-64%\tP2 50-54%\tF1 40-49%\tF2
\n0-39%
\nkey ideas (10 Marks)\tthroughout paper. Demonstrates high- level ability to critically analyse, evaluate & synthesise literature
\n& apply information to the topic\tto support discussion Demonstrates sound ability to critically analyse, evaluate & synthesise literature &apply information to the topic\tsupport discussion. Demonstrates some ability to critically analyse, evaluate & synthesise literature &apply information to the topic.\tsupport discussion. Uses some secondary sources that are less scholarly but relevant to the topic\tsupport discussion. Overuse of secondary sources of evidence &\/or some references that have limited relevance to the topic\tsupport discussion. Over reliance on secondary sources\/ minimal references used\/references of poor quality\tsupport discussion. References all secondary sources of poor quality<\/p>\n
Referencing & Academic Integrity Adherence to APA 7 referencing guidelines
\n( 5 Marks)\tExtensive quality sources correctly referenced as per APA 7 referencing guidelines. In-text references very well integrated. The reference list conforms to the APA 7 referencing guidelines\tMultiple quality sources correctly referenced as per APA 7 referencing guidelines. Many in-text references very well integrated. The reference list conforms to the
\nAPA 7 referencing guidelines.\tRange of quality sources correctly referenced as per APA 7 referencing guidelines. Some in- text references very well integrated. The reference list conforms to the APA 7 referencing guidelines.\tMostly quality sources cited, but some of lesser quality. Correct use of APA 7 referencing guidelines. The reference list mostly conforms to the
\nv.\tMostly correct use of APA 7 referencing guidelines, with no evidence of plagiarism. The reference list mostly conforms to the APA 7 referencing guidelines.\tIn-text referencing is insufficient\/incorrect. Reference list incorrect or incomplete. OR Some evidence of plagiarism.
\nPossible referral to AIO\tNo references in text. No reference list.
\nOR
\nEvidence of extensive plagiarism Refer to AIO<\/p>\n
Overall writing & presentation
\n(10 Marks)\tAdheres to all guidelines.
\nExemplary: sentence & paragraph structure,
\ngrammar, vocabulary, spelling, punctuation,
\nuse of 3rd person,\tAdheres to all guidelines. Excellent: sentence & paragraph structure, grammar, vocabulary, spelling, punctuation, use of 3rd person,
\nuse of inclusive\tAdheres to all guidelines re: sentence & paragraph structure, grammar, vocabulary, spelling, punctuation, use of 3rd person,
\nuse of inclusive\tAdheres to most guidelines re: sentence & paragraph structure, grammar, vocabulary, spelling, punctuation, use of 3rd person,
\nUse of inclusive\tSome problems with: sentence & paragraph structure, grammar, vocabulary, spelling,
\npunctuation, use of 3rd
\nperson, inclusive\tPaper poorly written re: sentence & paragraph structure, grammar, vocabulary, spelling,
\npunctuation, use of 3rd and 1st person
\nwas not appropriately\tVery poor writing & presentation with inadequate sentence & paragraph structure, grammar, vocabulary, spelling, Punctuation, No
\ndistinction between<\/p>\n
Learning Activities\tHigh Distinction 85% +\tDistinction 75-84%\tCredit 65-74%\tP1 55-64%\tP2 50-54%\tF1 40-49%\tF2
\n0-39%
\nuse of inclusive language. First person only used when providing a reflection,. Word limit met; Discussion well- sequenced with logical flow.\tlanguage. First person only used when providing a reflection,
\nWord limit met; Discussion well- sequenced with logical flow.\tlanguage, First person only used when providing a reflection,
\nWord limit met; Discussion clear & logically sequenced.\tlanguage, First
\nperson only used when providing a reflection,
\nWord limit met; discussion mostly logically sequenced\tlanguage, First
\nperson only used when providing a reflection,
\nWord limit met, discussion not always logical or well sequenced\tused
\nBelow or above word limit, poorly sequenced, poor logical flow\tFirst and Third person usage evident.
\nWell below\/well above word limit, not sequenced, no logical flow.
\n100<\/p>\n
Feedback:<\/p>\n
__________________________________________________
\nLearning Activity 5 \u2013 Ageing Population<\/p>\n
The increasing ageing population does pose a serious threat to the Australian government’s capacity to provide health and social care services to older Australians. This is primarily due to the following reasons:<\/p>\n
Increased demand for healthcare services: As the population ages, there is a higher prevalence of chronic diseases and age-related conditions, leading to an increased demand for healthcare services. This puts strain on the healthcare system in terms of resources, workforce, and infrastructure.<\/p>\n
Rising healthcare costs: Older adults generally require more healthcare services, medications, and long-term care, which can result in higher healthcare costs. The government may struggle to allocate sufficient funds to meet the growing healthcare needs of the ageing population.<\/p>\n
Workforce shortage: The ageing population also impacts the healthcare workforce. There is a shortage of healthcare professionals specialized in geriatric care, leading to a potential lack of adequately trained professionals to meet the needs of older Australians.<\/p>\n
To plan for the future provision of health and social care to older Australians and their families, the following steps can be taken:
\nIncrease funding: Allocating adequate funding to healthcare services for older Australians is essential to meet their needs. This includes funding for healthcare facilities, home-based care, community support services, and training programs for healthcare professionals.<\/p>\n
Enhance geriatric education and training: Investing in education and training programs focused on geriatric care can help prepare healthcare professionals to effectively address the unique needs of older adults. This includes providing specialized training in geriatric medicine, gerontological nursing, and other relevant disciplines.<\/p>\n
Promote preventive care and healthy ageing: Emphasizing preventive care and promoting healthy ageing can help reduce the burden of chronic diseases and improve the overall health outcomes of older Australians. This can be achieved through health promotion campaigns, access to regular health screenings, and lifestyle interventions.<\/p>\n
The health care system needs to change in the following ways to better meet the needs of older Australians in the future:
\nIntegration of care: Enhancing coordination and collaboration among healthcare providers, community support services, and aged care facilities is crucial to ensure seamless transitions of care for older adults. This includes implementing care coordination models, promoting interdisciplinary teamwork, and utilizing technology for effective information sharing.<\/p>\n
Person-centered care: Shifting towards a person-centered care approach is essential to meet the individual needs and preferences of older Australians. This involves involving older adults in care planning, respecting their autonomy and dignity, and providing culturally sensitive and inclusive care.<\/p>\n
Expansion of community-based care: Strengthening community-based care services, such as home care and community health centers, can facilitate ageing in place and reduce the reliance on institutional care. This requires adequate funding, workforce support, and infrastructure development in community settings.<\/p>\n
Population ageing will influence the roles and responsibilities of health professionals in several ways:
\nIncreased demand for geriatric specialists: There will be a greater need for healthcare professionals specialized in geriatric care, including geriatricians, gerontological nurses, and allied health professionals. These professionals will play a crucial role in assessing, managing, and coordinating care for older adults.<\/p>\n
Focus on chronic disease management: With a higher prevalence of chronic conditions in older adults, health professionals will need to place greater emphasis on chronic disease management, including regular monitoring, medication management, and lifestyle interventions.<\/p>\n
Interdisciplinary collaboration: Given the complexity of healthcare needs in older adults, health professionals will need to work collaboratively in interdisciplinary teams to provide comprehensive and holistic care. This may involve coordinating with social workers, pharmacists, physiotherapists, and other professionals to address the multiple dimensions of health and well-being.<\/p>\n
Advocacy and policy development: Health professionals will have an important role in advocating for policy changes and initiatives that support the needs of older Australians. This includes influencing healthcare policies, promoting healthy ageing programs, and advocating for the rights and welfare of older adults.<\/p>\n
Learning Activity 19 \u2013 Policies & Guidelines<\/p>\n
To review the SA Health Policies and guidelines related to the older person, you would need access to the specific policies and guidelines of SA Health. These documents can typically be found on the official website of SA Health or obtained through relevant healthcare organizations.<\/p>\n
Without access to the specific policies and guidelines of SA Health, it is not possible to identify the policies related to the older person or provide information about unfamiliar policies and their key messages.<\/p>\n
Similarly, identifying any missing policies or directives in the care of the older person would require a detailed review of the existing policies and guidelines of SA Health. It is recommended to consult the official documents and assess whether there are any gaps or areas that need further attention.<\/p>\n
Without knowledge of the current state of the health care system regarding caring for the older person in Australia, it is challenging to suggest a specific change. However, potential areas for improvement could include:<\/p>\n
Increasing funding for aged care services and resources to meet the growing needs of older Australians.<\/p>\n
Enhancing coordination and integration of care between healthcare providers, community support services, and aged care facilities.<\/p>\n
Improving access to quality and affordable home care services to enable ageing in place.<\/p>\n
Strengthening workforce training and development in geriatric care to ensure healthcare professionals are adequately prepared to meet the needs of older adults.<\/p>\n
Promoting person-centered care approaches that prioritize the individual needs and preferences of older Australians.<\/p>\n
The implementation of these changes would require collaboration among various stakeholders, including government bodies, healthcare organizations, professional associations, and community groups.<\/p>\n","protected":false},"excerpt":{"rendered":"
NURS 5163 – Comprehensive Care of the Older Person Assessment 3 – Portfolio Your Name & Student Number Table of Contents 1. Learning Activity 5 \u2013 Ageing Population 2 2. Learning Activity 19 \u2013 Policies & Guidelines 3 3. Learning Activity 22 \u2013 Recommendations from the Royal Commission 4 4. Learning Activity 23 \u2013 Physical […]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3695,3691,3690,1387,1388,1386,1385,3694,3689,3692,3688,1389,1390,3693],"tags":[1166,1175,1177,3701,3699,2875,3697,3700,3696,1176,1117,3698],"class_list":["post-8801","post","type-post","status-publish","format-standard","hentry","category-assignment-help-by-uks-no-1-writing-service","category-australia-essays","category-best-essay-writers-pinterest","category-cheap-essay-writer-australia","category-cheap-essay-writer-canada","category-cheap-essay-writer-uk","category-cheap-essay-writer-usa","category-dissertation-assignment-help-uae","category-do-my-university-assignment-for-me","category-essays-uk","category-homework-help-services-best-websites","category-homework-help-writing-service-usa","category-nursing-help-writing-service-usa","category-research-paper-ideas","tag-australia-dissertation-writers","tag-australia-essay-writers","tag-canada-essay-writers","tag-essay-pro-dissertation-writers","tag-i-need-help-writing-a-page-paper-assignment","tag-ireland-essay-writers","tag-masters-essays","tag-pay-someone-to-write-a-paper-for-you","tag-phd-assignment-help","tag-uae-essay-writers","tag-usa-essay-writers","tag-website-that-writes-assignments"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/8801","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/comments?post=8801"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/8801\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/media?parent=8801"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/categories?post=8801"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/tags?post=8801"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}