Multidimensional Assessment

N/A

The learning process articulates practical classes of active and interactive problem-centered methodologies, with an emphasis on critical reflection on the themes of the program by:
– Expository Method: In order to support elementary, new and complex theoretical concepts that require an educational approach;
– Critical analysis and active discussion of scientific papers;
– Contact and handling of theoretical and practical tools that promote understanding of the themes;
– Role-playing as an interactive and collaborative teaching technique through which the student develops his/her capacity for critical reflection and self-reflection, interaction and creativity.
Students can opt for continuous assessment or a final examination. Continuous assessment consists of making a multidimensional evaluation (50%) and respective plan of care in a community or institutional setting (50%). Evaluation by exam consists of a written test (100%) with a theorical and a practical component (50% each).

1. Identify the main areas of assessment in the field of gerontology.
2. Select the methodologies and tools (reliable and validated for the Portuguese population) appropriate to the areas, contexts and stages of assessment.
3. Understand the importance of interpreting the results of the assessment.
4. Recognize that specific training may be required for the administration of certain instruments correctly, as well as to the interpretation of the results.
5. Understand the importance of evaluation documented for communication with other professionals.
6. Respecting ethics in the use of assessment tools.
7. Carry out the evaluation of multi-dimensional needs of the elderly and informal caregivers.
8. Understand that objectives in the action plan responding to the assessment.

1. Needs assessment: objectives and data collection methods.
2. Psychometric properties of evaluation instruments.
3. Multidimensional Assessment: goals. When and Why? Assessment protocol.
4. Assessment in institutional context
5. Areas of multidimensional assessment and the related assessment tools.
– Screening instruments vs. monitoring instruments.
– Anamnese
– Physical exam
– Functional Assessment: Basic and instruemntais atvidades of daily life
– Nutritional Assessment
– Evaluation of Mental state: Cognition and Humor
– Network social support
– Balancing Rating
– Environmental factors: risk of falling
– Evaluation of the informal caregiver
– Potential, preferences and expectations of the elderly.
6. Intervention Plan in institutional context: short and long-term admissions.
– Strategies and non-pharmacological intervention.

• - Care Plan - 50.0%
• - Multidimensional Evaluation - 50.0%

• - Practical Component - 50.0%
• - Theoretical Component - 50.0%

NAO

Beers, M. H., & Berkow, R. (2000). The Merck Manual of Geriatrics. New Jersey: Merck Publishing Group.
Osterweil, D., Brummel-Smith, K., & Beck, J. C. (2000). Comprehensive Geriatric Assessment. New York: MacGraw Hill.
Gosney, M., & Tess, H. (Ed.) (2009). Managing older people in primary care: A pratical guide. New York: Oxford Universty Press.
Sequeira, C. (2010). Cuidar de idosos com dependência física e mental. Lisboa: Lidel.
Veríssimo, M. T. (2006). Avaliação multidimensional do idoso. In Firmino, H. (Ed.). Psicogeriatria. Coimbra: Psiquiatria clínica.
Ermida, J. G. (2014). Avaliação geriátrica global. In Veríssimo, M.T. (Ed.), Geriatria fundamental: Saber e praticar. Lisboa. Lidel.