N3325 Holistic Care of Older Adults Essay Assignment
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
N3325 Holistic Care of Older Adults Essay Assignment
N3325 Holistic Care of Older Adults
Week 4 – Assignment: Life Review Analysis
Submit by 2359 Saturday of Week 4.
Overview: Life Review Analysis
For this assignment, you will reflect on your interview with the older adult, introduce the individual to the reader, and respond to guiding questions to prepare an analysis paper.
DO NOT INTERVIEW A FAMILY MEMBER UNLESS YOU OBTAIN COACH’S WRITTEN APPROVAL PRIOR TO INTERVIEW
Your paper should include the following sections:
- Introduction of Older Adult – This is the overall context of your interview but should not include the entire interview itself.
- Analysis of the Life Review Interview – This includes description of the goals and benefits of life review, your differentiation between a Life Review and ordinary remembering and your analysis of the degree of ego integrity reached by the older adult.
- Student’s Reflections – This describes your personal experience during the process, any impact it will have on your clinical practice, and a projection of your own legacy.
- References – This is a list of resources you used during your interview and analysis recorded in APA format. Use at least 3 in-text citations of your sources.
Use APA format throughout paper and references as appropriate. The paper should be no longer than 6 pages (not counting Pages 1-3 of this document and your page of references). If you have questions, please discuss them with your Academic Coach.
You must also scan, upload, and submit your Interview Consent Form in the appropriate assignment portal. This form counts toward up to 15 points of your Life Review Analysis score. Your Interview Subject’s full name must appear on the signed consent form!
Details about each section are given later in this document.
- Apply gerontologic nursing principles and standards in nursing practice across the continuum of elder care.
- Use current evidence and theories in care of older adults.
- Conduct a personal interview with an older adult for the purpose of documenting Life Review.
Use this rubric to guide your work on the assignment, “Life Review Analysis.”
The completed Life Review Interview will be analyzed, tying together what the student has learned from the literature about the goals and benefits of Life Review as well as evaluating the interviewee’s status according to Erikson’s final developmental stage, Ego Integrity vs. Despair.
- Rubric Detail
Levels of Achievement Criteria Proficient Competent Novice Interview Consent Form
complete with signatures or participant is at least age 70 and is not a relative of student unless student has written permission from Coach/Faculty for an exception(10). Consent is in correct format (not JPEG)
0 % 0 %
not submitted at all. Missing information
or signatures or consent is submitted in incorrect format
If the consent form is not submitted then no credit will be
Given for the assignment
Introduction of Older Adult Confidentiality
Older adult is identified only with initials
50 % 0 %
Name is used
Selection Process/criteria Biography Significant Events Relationships work and Home Summary statements
Key information is present in these areas
Sketchy, missing some information
missing critical information
Well organized, brief
0 % 0 %
Lacks continuity or is excessively wordy
Analysis of Life Review goals and Benefits of Life Review
4 or more benefits or goals are listed
2-3 benefits or goals listed
0-1 benefits or goals
Similarity of Life Review to Ordinary Remembering
Comparison is present with 2 or more examples from the interview
Comparison with 1 example
no comparison or no examples
Differences between Life Review and Ordinary Remembering
Contrast between Life Review and ordinary remembering with explanation of Evaluation. 2 or more examples from interview given
same as proficient but with only 1 example
contrast is inadequate or no examples given
Erikson’s Developmental Stage and Description of Interview Subject
Theory is described clearly with 2 specific examples given from the interview
same as proficient with only 1 example
Loos connection between theory and client: missing description of theory or no connection.; no examples
Ego Integrity Rating
rating is present and plausible based on documented interview
0 % 0 %
Rating is missing or implausible
Rationale for rating
Rationale is present and clear from the examples given
0 % 0 %
Rationale unclear or missing
Citations regarding Erikson’s Theory
1+ source is cited in text
0 % 0 %
no citation given to support information on Erikson
Reflections Value and Reason
Statement(s) with 1+ reason(s)
Statement with no reasons
no statement of personal value
Most Significant Point of Interview
Example(s) with 1+ reason(s)
examples with no reason
no statement of significant point
Most Difficult or Anguishing part
example(s) with 1+ reasons or statement of none
examples with no reasons
Impact on Clinical Practice
examples with 1+ reasons
examples with no reasons
definition, personal legacy present
definition or personal legacy
no statement regarding legacy
APA Format Used List of References
APA format used, 3+ references
APA format used, 1-2 references 1-2 APA errors in references
Incorrect APA (>4 errors) or no list of references
References in Body of the Text
APA format used, no APA errors. 3+ references
APA format used, 1-2 APA errors. 1-2 references
Incorrect APA, 3+ APA errors, or no list of references
Spelling Punctuation and Grammar
Scope minus 5 points if a family member is interviewed without consent of faculty in advance
within maximum of 6 pages
over 6 pages
family member interviewed without permission
- Interview Consent Form
Upload and submit your Interview Consent Form (with elder’s signature) in the appropriate Week 4 assignment portal. This is due 2359 Saturday of Week 4 along with your Life Review Analysis.
- Introduction of Older Adult
Do not submit the entire interview.
- Describe how and why you selected this older adult (use only older adult’s initials).
- Include a brief biography of your elder. For example:
C.R. is an 84-year-old white male living with his wife of 60 years in Arlington, Texas. He was born in Madison, Wisconsin, the oldest of four children. During his childhood, he lived on a farm, graduated high school and moved to Chicago, IL. He graduated with a bachelor’s degree in electrical engineering from the University of Chicago…..etc., etc.
The brief biography should be at maximum one page in length Do not rewrite your interview, only summarize it. Since the instructor was not present at your interview, this section of the paper provides the context of your interview.
- Analysis of the Life Review Interview
- Compare and contrast the elements of a Life Review with those of ordinary remembering. Give two supporting examples from your interview. How are they similar, and how are they different?
- Describe 4 goals and benefits of life review. Give references and citations to support them.
- Based on your interview, describe the degree on a scale of 0 to 10 of Erikson’s ego integrity reached by the elder. Give a rationale for your assessment that includes at least one example from the interview.
- Include the reference(s) for your supporting citations (APA style).
- Organize your analysis so that it is complete and concise. Your total paper (beginning with Page 4 of this document) should be 6 pages maximum in length, not counting your page of references.
- Student’s Reflections
- This interview experience was/was not an enlightening experience. Why?
- Describe the most significant point of the interview to you, and explain why.
- Describe a difficult/anguishing part of the interview, if any, and explain why.
- In what way might you change your general approach to elders in your clinical practice after this experience, if any?
- Define “legacy” in your own terms. Discuss what you would like your legacy to be; what would you like to leave for others?
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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