Financial Gerontology and the Rehabilitation Nurse

Rehabilitation nurses, particularly those who work in geriatrics, recognize that the elderly have become increasingly heterogeneous, with many remaining active well into their 80s and beyond. As the baby boomers enter older adulthood, the senior healthcare market will be greatly affected. The areas of finance, economics, and marketing are seeing new trends that combine the expertise of financial planners with healthcare advisors and advocates for seniors. One emerging specialty area is financial gerontology. This article defines financial gerontology, presents emerging trends and certifications related to the field, and discusses implications for the rehabilitation nurse

The Effect of Advanced Practice Nurse-Modulated Education on Rehabilitation Nursing Staff Knowledge

Rehabilitation is a specialty area with defined competencies and discrete nursing knowledge. Nurses need to be educated in the basic competencies of rehabilitation to provide safe, quality care to patients with chronic illnesses and disabilities. A critical appraisal of the literature showed that education increased knowledge in a specialty area and had positive benefits for nurses, organizations, and patients. The purpose of this paper is to describe an evidence-based educational intervention. Self-study modules on 15 rehabilitation competencies were developed for 16 nurses working on a new inpatient unit. Outcomes were evaluated using pre and post tests via the online Association of Rehabilitation Nurses (ARN) Competency Assessment Tool (CAT). Data were analyzed using the SPSS14.0 statistical package. Paired t-tests demonstrated a significant difference between pre and post test scores on 14 of the 15 competencies measured. Findings suggested that education of nursing staff resulted in increased knowledge about rehabilitation nursing competencies

The Effect of Education on Rehabilitation Nursing Staff Knowledge

Rehabilitation is a specialty area with defined competencies and discrete nursing knowledge. Unless nurses have been educated in the basic competencies of rehabilitation, they are not prepared to provide safe, quality rehabilitative care to patients with chronic illnesses and disabilities. An evidence-based practice project was designed to address the need for education of the nursing staff working on an inpatient rehabilitation unit in Northwest Indiana. Roger\u27s Diffusion of Innovations provided the theoretical framework for the project. A critical appraisal of the literature was conducted to determine best practice. The literature showed that education increased knowledge in a specialty area, and that obtaining certification, in particular, had positive benefits for nurses, organizations, and patients. This author implemented an innovation, the educational intervention, consisting of self-study modules on 15 basic rehabilitation nursing competency areas. The modules were developed by the author for 16 nurses (without prior rehabilitation experience) working on a new 11-bed inpatient rehabilitation unit. Each module included learning objectives, PowerPoint slides with notes, research articles, and best practice materials. Outcomes were evaluated using pre and post tests via the online Association of Rehabilitation Nurses (ARN) Competency Assessment Tool (CAT). Data were analyzed using the SPSS14.0 statistical package. Paired t-tests demonstrated a significant difference between pre and post test scores on 14 of the 15 competencies measured. Findings suggested that education of inpatient rehabilitation nursing staff resulted in increased knowledge about basic rehabilitation nursing competencies

Ethical Perspectives on Self-Neglect Among Older Adults

Self-neglect is a serious and growing problem among older adults. A 2004 survey from Adult Protective Services (APS) showed that adults age 60 or older were named in 85,000 reports of self-neglect from 21 states (Naik, Lai, Kunik, & Dyer, 2008; Teaster, Dugar, Mendiondo, Abner, & Cecil, 2006). Although rehabilitation nurses are obligated to uphold the autonomy of older adults and strengthen their independence, dilemmas result when people\u27s poor health behaviors put them or others at risk for negative consequences. When making decisions about nursing actions related to self-neglecting elderly people, the basic principles of autonomy, beneficence, nonmaleficence, and capacity must be considered. The purpose of this article is to discuss major ethical perspectives related to self-neglect among older adults

The Effect of Advanced Practice Nurse-Modulated Education on Rehabilitation Nursing Staff Knowledge

Rehabilitation is a specialty area with defined competencies and discrete nursing knowledge. Nurses need to be educated in the basic competencies of rehabilitation to provide safe, quality care to patients with chronic illnesses and disabilities. A critical appraisal of the literature showed that education increased knowledge in a specialty area and had positive benefits for nurses, organizations, and patients. The purpose of this paper is to describe an evidence-based educational intervention. Self-study modules on 15 rehabilitation competencies were developed for 16 nurses working on a new inpatient unit. Outcomes were evaluated using pre and post tests via the online Association of Rehabilitation Nurses (ARN) Competency Assessment Tool (CAT). Data were analyzed using the SPSS14.0 statistical package. Paired t-tests demonstrated a significant difference between pre and post test scores on 14 of the 15 competencies measured. Findings suggested that education of nursing staff resulted in increased knowledge about rehabilitation nursing competencies

Nursing interventions within the Mauk Model of Poststroke Recovery

Stroke continues to be the third leading cause of death in the United States. According to the National Stroke Association (NSA, 2004) and the American Heart Association (AHA, 2004), there are over 750,000 new or recurrent strokes per year, with many resulting in residual disability. Stroke survivors Often deal with the physical, psychosocial, and emotional consequences of stroke long after they have left the safety of professional rehabilitation. Patient instruction from nurses prior to discharge, while necessary, may be done at a point in the recovery process when the stroke survivor is not ready to learn how to deal with such consequences. Using the Mauk Model for Poststroke Recovery, nurses can identify which phase of recovery a survivor is in, and thus tailor care to his or her needs. The purpose of this article is to use the Mauk Model for Poststroke Recovery to present nursing interventions that are appropriate to each of the previously identified six phases of stroke recovery