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.
-Significant bibliographic research, preparatio work group related to the thematics.
Evaluation consists in two tests of knowledge and (40% each test) an elderly multidimensional assessment in community or institutional context (20%).
1. Identify the main areas of assessment in the field of gerontology.
2. Select the methodologies and tools appropriate to the areas, contexts and stages of assessment.
4. Understand the importance of interpreting the results of the assessment.
5. Understand the importance of using simple, reliable and validated instruments for the Portuguese population.
6. Recognize that specific training may be required for the administration of certain instruments correctly, as well as to the interpretation of the results.
7. Understand the importance of evaluation documented for communication with other professionals.
8. Respecting ethics in the use of assessment tools.
9. Carry out the evaluation of multi-dimensional needs of the elderly and informal caregivers.
10. Understand that objectives in the action plan responding to the assessment.
1. Needs Assessment: Social gerontologist performance context.
2. Needs assessment: objectives and data collection methods.
3. Multidimensional Assessment: goals. When and Why? Geriatric assessment protocol.
4. Psychometric properties of evaluation instruments.
5. Areas of multidimensional assessment and related assessment tools.
5.1.- Instruments screening vs monitoring tools.
– Physical examination and health perception
– Functional Assessment: basic and instrumental atvidades of daily living
– Nutritional Assessment
– Evaluation of Mental state: cognition and Humor
– Evaluation Network social support
– Fall Hazard: Environmental factors and assessment of balance
5.2- In consideration: strengths, preferences and expectations of the elderly.
5.3 – Assessment of informal caregivers: impact of care task
6. Assessment of the institutional context: short and long care admissions – case management.
Curricular Unit Teachers
- - test - 100.0%
- - test 2 - 40.0%
- - test 1 - 40.0%
- - Multidimensional Evaluation - 20.0%
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