Needs Assessment

N/A

The learning process articulates theoretical-practical classes of active and interactive methodologies centered on the problem, with an emphasis on critical reflection of the program’s themes. Through: 1) Expository method: in order to substantiate elementary, new and complex theoretical concepts that require a formative approach; 2) Critical analysis and active discussion of scientific articles or texts; 3) Contact and handling of theoretical-practical instruments that promote the understanding of the proposed themes; 4) Role-playing as an interactive and collaborative pedagogical technique that develops in the student the capacity for critical reflection and self-reflection, interaction and creativity; 5) Significant bibliographic research. Students can choose between continuous assessment or exam. Assessment by exam consists of a written test (100%) Continuous assessment consists of 1 knowledge tests (60%) and a multidimensional assessment of the elderly person in a community or institution (40%).

1. Identify the main evaluation domains in the area of Gerontology.
2. Know and select the methodologies and instruments appropriate to the domains, contexts and moments of evaluation.
3. Understand the importance of interpreting the results obtained in the evaluation.
4. Understand the importance of using simple, reliable and validated instruments for the Portuguese population.
5. Recognize that specific training may be required to administer certain instruments correctly, as well as to interpret the data obtained.
6. Understand the importance of the documented assessment for communication with other professionals.
7. Respect ethics in the use of assessment instruments.
8. Carry out a multidimensional needs assessment of the elderly and informal caregivers.
9. Understand that the objectives outlined in the intervention plan respond to the assessment carried out.

1. Assessment of needs: Integration in the context of the Social Gerontologist’s work.
2. Needs assessment: objectives and data collection methods.
3. Multidimensional Assessment: objectives. When and Why? Gerontological assessment protocol.
4. Psychometric properties of assessment instruments.
5. Domains of multidimensional assessment and respective assessment tools.
5.1.- Screening instruments vs monitoring instruments. – Anamnesis. – Physical examination and health perception. – Functional Assessment: basic and instrumental activities of daily living. – Nutritional Assessment. – Assessment of Mental State: Cognition and Mood. – Social Support Network Assessment. – Risk of falling: environmental actors and balance assessment.
5.2- In consideration: potentialities, preferences and expectations of the elderly person.
5.3 – Assessment of the informal caregiver: impacts of the task of caring.
6. Assessment in an institutional context: short-term and long-term admissions – case management

• - Exam - 100.0%

• - Frequency - 60.0%
• - Multidimentional Evaluation - Eldery Person - 40.0%

NAO

Beers, M. H., & Berkow, R. (2000). The Merck Manual of Geriatrics (3ª Ed.) New Jersey: Merck Publishing Group.
Ermida, J. G. (2014). Avaliação geriátrica global. In M.T. Veríssimo (Ed.), Geriatria fundamental: Saber e praticar. Lisboa: Lidel.
Gosney, M., & Tess, H. (Ed.) (2009). Managing older people in primary care: A pratical guide. New York: Oxford Universty Press.
Osterweil, D., Brummel-Smith, K., & Beck, C. (2000). Comprehensive geriatric assessment. Michigan: McGraw-Hill.
Sequeira, C. (2010). Cuidar de Idosos com Dependência Física e Mental. Lisboa: Lidel.
Stevenson J. (1999). Comprehensive Assessment of Older People. Managing Community Car., Pavilion Publishing.
Veríssimo, M. T. (2006). Avaliação Multidimensional do idoso. In H. Firmino (Ed.), Psicogeriatria. Psiquiatria clínica (pp. 489-499). Coimbra: CHUC.
Veríssimo, M.T. (2014). Geriatria Fundamental: Saber e Praticar. Lisboa. Lidel