N245:22 Healthy Ageing (CRN 46630)

St Francis Xavier University

School of Nursing

N245:22 Healthy Ageing

Course Description and Syllabus

Prof. H. Graham

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N245:22 Healthy Ageing (CRN 46630)

Table of Contents

Course Description ………………………………………………………… 2

Goals ………………………………………………………………... 2

Course requirements …………………………………………….….. 3

Course evaluation ………………………………………………… 3

Professor …………………………………………………………. 4

Course credits ………………………………………………………… 4

Course text …………………………………………………………. 4

Selected Learning and Assessment Strategies …………………………….. 4

APA corrections ……………………………………………………. 4

APA evaluation ………………………………………………….… 4

Article critique ………………………………………………….… 5

Marking guide…………………………………………………… 5

Website resources ……………………………………………… 5

Article choices …………………………………………… 6

Syllabus ………………………………………………………………………… 6

1. Ageing in the 21st century ……………………..…………….……….. 62. Communication, culture and gender issues ………………………..…… 73. Physical ageing changes and related issues in certain body systems . 84. Geropharmacology …………………………………………………….. 85. Ageing changes in the musculoskeletal and respiratory systems; Mobility;

Balancing sleep, rest, and exercise; Safety & security …………… 96. Digestive system; Nutrition ……………………………..………………… 107. Cognition and social aspects; Neurological system ………………………. 118. Reproductive system; Intimacy and sexuality ……………………...…...… 119. Ethical and legal issues …………….……………………………….……. 1210. Spirituality and end of life issues ……………………………………… 12

Internet Resources ……………………………………………………………… 14 Ref-

erences ……………………………………………………………………… 15

N245:22 Course Description

This course addresses issues of health and wellness important to an increasing aging population. Many psychological, social and physical factors, including normal age related changes, impact the actualization of one’s health potential. Building a trusting relationship through therapeutic communication is vital to the assessment and understanding of the older adult. The student is given an opportunity to explore these aging issues through lectures, discussion, group and individual work. During the clinical experience, each student will develop a professional relationship on a beginning level with an older adult in the community.

Goals

At a beginning level, the student will be able to:

1. interact in a proactive, facilitative and purposeful manner in health promotion activities with an older adult.

2. demonstrate responsibility and accountability for professional development that respects biological, cognitive, emotional, cultural, social, and spiritual dimensions when promoting health with well older adults.

3. explain how the determinants of health affect the health and well being of older adults.

4. recognize one’s own and others’ attitudes, values, and expectations about aging and their impact on care of older adults and their families1

5. communicate effectively, respectfully, and compassionately with older adults and their families1

6. critically reflect on the principles of ethical, moral and legal decision making in nursing practice with well older adults.

7. recognize that sensation and perception in older adults are mediated by functional, physical, cognitive, psychological, social, and spiritual status of older adults1

8. recognize and respect the variations of care inherent in caring for older adults1

9. identify common risk factors that can contribute to functional decline, impaired quality of life and excess disability in older adults1

10. analyze the impact of an aging society on the health care system

11. develop health promotion, illness and injury prevention strategies to overcome recognized barriers older adults encounter while maintaining wellness and quality of life.

12. critically appraise and apply selected research as a means to improve nursing practice with a well older adult.

13. Interact in a proactive, facilitative and purposeful manner in health promotion activities with an older adult.

1 Adapted from American Association of Colleges of Nursing, & Hartford Institute for Geriatric Nursing. (2010). Recommended Baccalaureate competencies and curricular guidelines for the nursing care of older adults: A supplement to the essentials of Baccalaureate Education for professional nursing practice. Washington, DC. Retrieved from http://www.aacn.nche.edu/education-resources/essential-series

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14. Facilitate older adults’ active participation in all aspects of their own health care1

15. Demonstrate critical thinking and reflective practice through journaling.

16. Apply the principles of social justice to promote equitable and fair treatment of all individuals, particularly those relating to older adults.

17. Apply the Standards for Nursing Practice (College of Registered Nurses of Nova Scotia, 2012) and the Code of Ethics for Registered Nurses (Canadian Nurses Association, 2008) to nursing practice.

Course Requirements

The professor of this course will act as a facilitator for student learning. Research on teaching and learning indicates that learning occurs more readily when the learner is engaged and participating in the process. This class is designed to expect student engagement and participation in class discussions and learning activities. Classes will include discussions, and individual and group activities designed to assist students in developing thinking and reasoning in nursing skills about healthy aging.

Students who are experiencing difficulties with course material and/or assignments are encouraged to consult the course professor in a timely manner. An appointment to meet during office hours (or other mutually agreed upon time) is advisable.

All assignments must be completed by due dates and submitted at the beginning of class time on the due date. Extensions will only be granted under exceptional circumstances and if negotiated with the course professor well in advance of the due date. Without a negotiated extension, late assignments will be deducted 20% of the total grade value per day. Failure to complete any assignment may result in course failure.

For successful completion of this course, students will: Complete all learning activities associated with this course. Achieve 60% on the theory component of the course AND 60% on the nursing practice com-

ponent Attend all classes as scheduled. (The university attendance policy will be practiced.) Attend ALL nursing clinical conferences Be responsible for their own learning. This includes: preparing for class, completing required

readings, utilizing appropriate resources, and actively participating in group work and class discussions.

Adhere to the School of Nursing policies regarding use electronic devices in the classroom.

Course EvaluationAPA correction 2%APA evaluation 1%Article critique 7%Midterm quiz 30%Final exam 45%Clinical practice 15% (details in separate document)

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Course ProfessorHope Graham hgraham@stfx.ca Office C124 Phone: 867-2434 Website: http://people.stfx.ca/hgraham/

Office Hours: Monday 1115 – 1315 hWednesday 0815 – 1015 hThursday 1215 – 1315 hOther times by appointment

Course Credits: 3

Course TextTouhy, T. A., Jett, K. F., Boscart, V., & McLeary, L. (2012). Ebersole and Hess’ gerontological

nursing healthy aging (1st Canadian ed.). Toronto, Canada: Elsevier.

Selected Learning and Assessment Strategies

Nursing is a profession that demands skills in reading, understanding, and evaluating scholarly writing. It also requires the ability to write in a scholarly manner. A primary source of learning is found in reading, writing, and critiquing scholarly writing. To help develop these skills, this course will require students to

o Write references in correct APA format.o Read a number of current journal articles on course topics. (See syllabus)o Complete a critique of a journal article.

APA Corrections

Using the assigned reference list posted on my Website and the Publication Manual of the American Psychological Association (6th ed.) (APA), complete the following:

1. Transform the assigned reference list into a correctly formatted reference list as per APA requirements.

2. Create a title page to accompany the corrected reference lista. Include all the required elements.b. For this assignment, your name and course number will constitute the running

head. 3. Submit by due date.

The reference list to be corrected may include misspellings, and/or incorrect format, margins, font, spacing, ordering, capitalization, punctuation, etc. The URL and doi are correct at the time of writing this document. Confirmation of the reference information can be found from one of the following: the Website indicated, the St. FX library Website, or the actual text. All texts should be available to you since they have required in previous or present courses at St FX. NOTE: Don’t forget to include the doi, if the document has one.

Each error identified and corrected will be awarded 0.1% to a maximum of 1.4. Where alternative formats are permitted by APA and the original document correctly uses APA, no value will be awarded. A title page that completely meets the stated requirements will be awarded 0.6%.

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The document for this assignment will be posted on the professor’s Website after class discussion of the assignment.

APA Evaluation

The APA correction document will be peer corrected. The peer evaluator will identify himself or herself on the evaluation form. The peer evaluator will be evaluated as follows: Errors that are not noted by the peer evaluator will result in a deduction of 0.1% to a maximum of 1%.

Article Critique

1. Choose one article from the list provided.2. Read two or more of the resources that describe how to critically evaluate scholarly journal art-

icles. (Students seeking full value for the assignment will consult the list of Websites listed with this assignment.)

3. Create a title page. Include a correctly formatted reference for the article on the title page.4. The critique should be double-spaced, have one inch margins and be 2-3 three pages long. Ad-

ditional pages will not be corrected. The font required is Times New Roman 12 pt or equival-ent. The chosen font is to be consistent throughout the paper.

5. Include:a. A summary of the key points and/or findings of the article (maximum = ½ page) b. A description of how the article meets (or fails to meet) the criteria of an article in a

scholarly journal. Evaluate the article using at least (5) five criteria. Select from the cri-teria identified with assignment.

c. An analysis of the strengths and shortcomings of this article.d. A personal evaluation of the article’s relevance for the Healthy Ageing course. Rank the

article from 1-5 (1 = not at all relevant and 5 = excellent relevance). Give reasons for your ranking.

Article critique marking guide

APA format (coherence, completeness, grammar, spelling, title page, margins, spacing, head-ings, font, length) 15%

summary (max: ½ page) 15% criteria and discussion (at least 5) 25% strengths/shortcomings 25% relevance evaluation 20%

Total 100%Website resources for article critiqueThe following websites offer writing tips and/or additional information about evaluating scholarly writing. Caution: The St FX Writing Centre URL offers tips for specific types of research which may or may not apply to the article you choose.

St. FX Writing Centre Website: [resources] How to write a critique. (n.d.). and/or [links/evaluating your work] Critiquing that research study (2002). http://www.mystfx.ca/resources/writingcentre/

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Simon Fraser University library. Reference Staff. (2011). What is a scholarly journal? Retrieved from http://www.lib.sfu.ca/help/publication-types/scholarly-journals

Simon Fraser University library. Reference Staff. (2011). How to critically evaluate sources Retrieved from http://www.lib.sfu.ca/help/publication-types/scholarly-journals#evaluate

Articles from which to choose for the article critique assignment:

Horton, S., Baker, J., & Deakin, J. M. (2007). Stereotypes of aging: Their effects on the health of

seniors in North American society. Educational Gerontology, 33(12), 1021-1035.

doi:10.1080/03601270701700235  

Molzahn, A. E. (2007). Spirituality in later life: Effect on quality of life. Journal of Gerontologi-

cal Nursing, 33(1), 32-39.  

Rudman, D. L., & Friedman, J. (2006). Holding on and letting go: The perspectives of pre-

seniors and seniors on driving self-regulation in later life. Canadian Journal on Aging,

25(1), 65-76.

N245:22 Course Syllabus

1. Aging in the 21st Century Foundational trends in aging Attitudes, perceptions and myths of aging Theories of aging Issues in maintaining health and well-being History and future role of gerontological nursing

Objectives a. Incorporate core gerontological nursing competencies and Standards of Practice, as they

relate to understanding the trends, theories and issues in maintaining health and wellbeing of seniors.

b. Compare the concepts of health and well -being within the context of aging and chronic disease.

c. Discuss demographical, epidemiological and research evidence of Nova Scotian and Canadian trends and issues associated with the older adult population.

d. Identify the determinants of health with issues and trends of aging. e. Discuss ageism, the myths and stereotypes of aging and their psychological impact on

older adults.f. Compare various aging theories from the biological, psychological and social disciplines.g. Examine the past, present and future roles of the gerontologic nurse in the holistic caring

of older adults.

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Required Readings: Text: Chapters 1 & 2; Chapter 6, pp. 71-74; Chapter 7, pp. 91-97.Bassett, R., Bourbonnais, V., & McDowell, I. (2007). Living long and keeping well: Elderly

Canadians account for success in aging. Canadian Journal on Aging, 26(2), 113-126.  

Horton, S., Baker, J., & Deakin, J. M. (2007). Stereotypes of aging: Their effects on the health of seniors in North American society. Educational Gerontology, 33(12), 1021-1035. doi:10.1080/03601270701700235  

Van Leuven. (2010). Health practices of older adults in good health: Engagement is the key. Journal of Gerontological Nursing, 36(6), 38-46. doi:10.3928/00989134-20091110-99

2. Communication, Culture and Gender Issues in Aging “Universal” aging changes in sensory function impacting communication: hearing and

vision Listening and hearing: age related changes and complexities in communication Validating one’s life through Reminiscence The role of gender, culture, and ethnicity in aging and health disparities

Objectives a. Incorporate core gerontological nursing competencies and Standards of Practice as they

relate to understanding sensory changes in aging, communication and disparities in health. a. Discuss aging changes that affect communication in older adults. b. Identify communication issues for older adults with vision and hearing loss.c. Differentiate listening and hearing and the implications each has in caring for older adults. d. Discuss the significance and meaning of reminiscence to the older adult. e. Review the role of culture, gender and ethnicity in healthcare.f. Discuss the role of culture and ethnicity in the aging population, particularly addressing

health belief practices and spirituality. g. Identify disparities in health delivery and outcomes for older adults and other social

justice issues

Required Readings: Text: Chapters 3 & 4; Chapter 6, pp. 84-86

*The Benevolent Society. (2005). Reminiscence handbook. Australia: Author. Retrieved from http://www.bensoc.org.au/uploads/documents/reminiscing-handbook-jan2006.pdf

*Scott, K., & DeBrew, J. K. (2009). Helping older adults find meaning and purpose through sto-rytelling. Journal of Gerontological Nursing, 35(12), 38-43. doi:10.3928/00989134-20091103-03

*Williams, K., Kemper, S., & Hummert, M. L. (2005). Aging matters. Enhancing communication with older adults: Overcoming elderspeak. Journal of Psychological Nursing and Mental Health Services, 43(5), 12-16.

*NOTE: These three articles will be discussed in your clinical environment. Please keep copies in your clinical binder and be prepared to discuss them.

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3. Physical Aging Changes and Issues in Certain Body Systems

Integumentary System Cardiovascular System Renal and Urological Systems

o Issues of urinary incontinence: A symptom not an aging change.o Dispelling the myths and addressing the needs

Endocrine System Immune System Other intrinsic alterations in aging

o Body Compositiono Temperature regulation

Objectives

a. Incorporate core gerontological nursing competencies and Standards of Practice as they relate to physical age related changes and the myth surrounding incontinence as being an age related change.

b. Identify certain physical changes in body systems caused by the aging process.c. Discuss the impact “universal” age related changes may have on maintaining functioning,

independence and well-being.d. Discuss the myth of incontinence being an age related change e. Recognize the impact of incontinence on quality of life in older adults.f. Recognize the dangers of improper temperature regulation in older adults and the impact

of the changing body with aging. g. Identify nursing strategies that optimize health and functioning in older adults.

Required Readings Text: Chapter 6, pp. 74-76; 77-78; 79-80; 86-87; Chapter 11, pp. 167-172; Chapter 9

Beard, R., & Day, M. (2008). Fever and hyperthermia: Learn to beat the heat. Nursing, 38(6), 28-31.

Palmer, M. H., & Newman, D. K. (2006). Bladder control: Educational needs of older adults. Journal of Gerontological Nursing, 32(1), 28-32.  

Zurakowski, T., Taylor, M., & Bradway, C. (2006). Effective teaching strategies for the older adult with urologic concerns. Urologic Nursing, 26(5), 355-361.

4. Geropharmacology: Use and Management of Medications in Older Adults

Age-related changes that affect medication use in older adults Polypharmacy Medication calculation review Understanding and managing medications to maintain well-being Use of herbs and supplements Substance abuse in later life

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Objectives

a. Incorporate core gerontological nursing competencies and Standards of Practice as they relate to medication use in older adults.

b. Discuss how age related changes influence medication action and consumption. c. Define polypharmacy and discuss its prevalence in the older adult population.d. Increase familiarity and competence in medication calculation.e. Identify information older adults need to know about their medications, herbal and

vitamin supplements and over the counter medications (OTC’s). f. Discuss nursing implications of medication management in older adults.g. Discuss substance abuse in the older adult population.

Required Readings Text: Chapter 14; Chapter 24, pp. 441-448

Nova Scotia Health. (2010). Nova Scotia pharmacare programs: The Nova Scotia seniors' phar-macare program. Halifax, NS: Author. Retrieved from http://www.gov.ns.ca/health/Pharmacare/seniors_pharmacare/seniors_pharmacare.asp  

Swanlund, S. L., Scherck, K. A., Metcalfe, S. A., & Jesek-Hale, S. R. (2008). Keys to successful self-management of medications. Nursing Science Quarterly, 21(3), 238-246. doi:10.1177/0894318408319276  

5. Aging changes in the Musculoskeletal and Respiratory SystemsMobility and Functioning in agingThe Importance of Balancing Sleep, Rest and Exercise in the older adultSafety and Security in maintaining a feeling of well-being

Universal age related changes in the musculoskeletal and respiratory systems Mobility and safety in functioning The importance of healthy feet Osteoporosis Age related changes in sleep and rest Relationship of sleep to quality of life Exercise in older adults Environmental safety and security issues

Objectives a. Incorporate core gerontological nursing competencies and Standards of Practice as they

relate to age related changes affecting mobility, sleep and rest, and safety and security. b. Describe age related changes of the above systems as they affect mobility.c. Identify risk factors for impaired mobility.d. Discuss the impact foot problems can have on physical, social and psychological

functioning.e. Identify nursing interventions for fall prevention and safety promotion and ways of

maintaining and restoring foot health.f. Identify risk factors for osteoporosis. g. Recognize aging changes associated with rest, sleep and exercise.

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h. Identify the importance of sleep and activity in maintaining health and well-being.i. Discuss the benefits of exercise in aging adults and types of exercise important in

promoting independence.j. Briefly identify the role of Canadian Government Pensions.k. Discuss the personal, geographical, economic and health factors that influence

environmental and financial safety and security for older adults.

Required Readings Text: Chapter 6, pp. 76-79; (review Chapter 9); Chapter 10; Chapter 11, pp.180-183; Chapter 18,

pp. 287-292; Chapter 12; Chapter 22, pp. 368-376.

Brewer, K., Ciolek, C., Delaune, M. F., Newton, R. A., & Williams, A. K. (2007). Falls in com-munity-dwelling older adults: Introduction to the problem. PT: Magazine of Physical Therapy, 15(7), 38-40, 44, 46.  

Weeks, L., Profit, S., Campbell, B., Graham, H., Chircop, A., & Sheppard-LeMoine, D. (2008). Participation in physical activity: Influences reported by seniors in the community and in long-term care facilities. Journal of Gerontological Nursing, 34(7), 36-43.  

Wolkove, N., Elkholy, O., Blatzan, M., & Palayew, M. (2007). Sleep and aging: 1. Sleep disor-ders commonly found in older people. Canadian Medical Association Journal, 176(9), 1299-1305.  

6. Age related changes in the Digestive SystemNutrition and Related Issues Alterations in the aging body impacting nutrition Social and environmental impact on nutrition Oral health Dehydration Constipation

Objectives

a. Incorporate core gerontological nursing competencies and Standards of Practice as they relate to nutritional needs and hydration and constipation issues.

b. Identify physical age-related changes that can affect the nutritional status of older adults. c. Identify social and environmental factors that affect the nutritional status of older adults. d. Discuss nursing implications for maintaining optimal nutrition in older adults.e. Relate importance for oral and dental health to optimal nutritional intake. f. Identify ways to assess for, and maintain, adequate hydration in older adults.g. Identify age related changes that may contribute to constipation in older adults. h. Discuss appropriate client education for the management of constipation.

Required Readings Text: Chapter 6, pp. 81-82; Chapter 6 (review Chapter 9, p. 137); Chapter 8, 121-127.

Baker, H. (2007). Nutrition in the elderly: An overview. Geriatrics, 62(7), 28-31.  

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Keller, H. (2007). Promoting food intake in older adults living in the community: A review. Ap-plied Physiology, Nutrition, and Metabolism, 32, 991-1000. doi:10.1139/H07-067

7. Cognition and Social Aspects of Aging Aging changes in the Neurological System

The aging brain and cognitive function Nervous system changes with aging Sociological aging issues: Roles, relationships and transitions Impact of physical aging changes on social issues Transportation and Driving Issues Stress and coping Care-giving Issues

Objectives a. Incorporate core gerontological nursing competencies and Standards of Practice as they

relate to universal aging changes that affect the nervous system and impact cognitive functioning, role transitions, transportation and care-giving issues.

b. Describe risk factors (physical, social and environmental) that may impact cognitive functioning in older adults.

c. Identify the transition and role changes experienced in the later decades of life. d. Discuss how physical aging changes may affect socialization and independence. e. Discuss how psychological and social challenges may impact healthy aging.f. Identify nursing strategies to address cognitive and psychosocial challenges in aging

adults to enhance well being.g. Articulate the importance of choice for older adults. h. Discuss the impact that transportation availability and driving ability have on

independence and quality of life issues for the older adult.i. Discuss caregiver role and factors that precipitate caregiver stress.

Required Readings Text: Chapter 7, pp. 99-105; Chapter 12, p. 205; Chapter 23, pp. 387-405

Gardezi, F., Wilson, K., Man-Son-Hing, M., Marshall, S., Molnar, F., Dobbs, B., & Tuokko, H. (2006). Qualitative research on older drivers. Clinical Gerontologist, 30(1), 5-22. doi:10.1300/J018v30n01_02  

Rudman, D. L., & Friedman, J. (2006). Holding on and letting go: The perspectives of pre-seniors and seniors on driving self-regulation in later life. Canadian Journal on Aging, 25(1), 65-76.

Wanzer, M. B., Sparks, L., & Frymier, A. B. (2009). Humorous communication within the lives of older adults: The relationships among humor, coping efficacy, age, and life satisfac-tion. Health Communication, 24(2), 128-136. doi:10.1080/10410230802676482  

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8. Aging Changes in the Reproductive System Intimacy and Sexuality in Aging

Healthy sexual practices Barriers to sexuality in later life Issues affecting sexuality in Long Term Care

Objectives

a. Incorporate core gerontological nursing competencies and Standards of Practice as they relate to aging and sexuality

b. Recognize one’s own biases related to aging and sexuality. c. Age related changes impacting normal health sexual aging practices.d. Describe how sexual practices of older adults may differ from younger adults. e. Discuss the social and physical environmental barriers that affect sexual practices of older

adults.f. Articulate the importance of older adults’ sexuality and intimacy beliefs. g. Formulate nursing interventions to enhance healthy sexual aging activity in long term

care.

Required Readings Text: Chapter 23, pp. 405-419

Rheaume, C., & Mitty, E. (2008). Sexuality and intimacy in older adults. Geriatric Nursing, 29(5), 342-349. doi:10.1016/j.gerinurse.2008.08.004  

Robinson, J. G., & Molzahn, A. E. (2007). Sexuality and quality of life. Journal of Grerontologi-cal Nursing, 33(3), 19-29.  

9. Ethical and Legal Issues in Aging Elder mistreatment Advance directives Ethical issues in healthcare

Objectives

1. Incorporate core gerontological nursing competencies and Standards of Practice as they relate to ethical issues, abuse and decision making at end of life.

2. Identify risk factors for elder abuse.3. Recognize the importance of advance directives and the nursing role in this issue. 4. Discuss ethical principles that apply to select older adult case studies.

Required Readings Text: Chapter 22; Chapter 25, pp. 468-69.

Alfonso, H. (2009). The importance of living wills and advance directives. Journal of Geronto-logical Nursing, 35(10), 42-45. doi:10.3928/00989134-20090903-05

10. Spirituality and End of Life Issues Spirituality in later life The needs of dying Individuals

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Objectives

a. Incorporate core gerontological nursing competencies and Standards of Practice as they relate to Spirituality and the needs of dying individuals.

b. Identify with the older adult their own personal meaning of spirituality and the role spirituality may play in their perception of healthy aging.

c. Recognize and address the needs of dying individuals. d. Articulate nursing responsibilities in end of life issues.

Required Readings Text: Chapter 7, pp. 97-99 (review); Chapter 25

Molzahn, A. E. (2007). Spirituality in later life: Effect on quality of life. Journal of Gerontologi-cal Nursing, 33(1), 32-39.  

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Internet Resources for Healthy Ageing

Check the resources noted at end of course text chapters. Some are:

Active Living Coalition for Older Adults http://www.alcoa.ca/e/research_update.htm

Canadian Continence Foundation http://www.canadiancontinence.ca/

Canadian Gerontological Nursing Association http://www.cgna.net/

Canadian Nurses Association http://www.cna-aiic.ca/

College of Registered Nurses of Nova Scotia http://www.crnns.ca/

Government of Nova Scotia/seniors http://www.gov.ns.ca/seniors/default.asp NS/seniors/financial planning

http://www.gov.ns.ca/seniors/financial_planning_&_protection.asp Hartford Institute for Geriatric Nursing (hartfordig) http://www.hartfordign.org

Hartfordig resources for Faculty, Students and practicing Nurses: http://www.ConsultGeriRN.org

Hartfordig Podcasts for Students: http://www.ConsultGeriRN.org/resources/gnec podcasts/

Health Canada/seniors http://www.hc-sc.gc.ca/hl-vs/seniors-aines/index-eng.php

International Council on Active Aging http://www.icaa.cc/

International Council of Nurses/ageing http://www.icn.ch/publications/ageing/

NurseOne http://www.nurseone.ca/

Public Health Agency of Canada, Division of Aging and Seniors http://www.phac-aspc.gc.ca/seniors-aines/index-eng.php

Service Canada (rates for OAS, GIS) http://www.servicecanada.gc.ca/eng/isp/oas/tabrates/tabmain.shtml

Statistics Canada. A portrait of seniors in Canada 2006.

http://www.statcan.gc.ca/ads-annonces/89-519-x/index-eng.htm Canada yearbook 2011/seniors

http://www.servicecanada.gc.ca/eng/isp/oas/tabrates/tabmain.shtml

World Health Organization/Ageing http://www.who.int/topics/ageing/en/

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Bibliography and Resources

Alea, N., Vick, S. C., & Hyatt, A. M. (2009). The content of older adults’ autobiographical memories predicts the beneficial outcomes of reminiscence group participation. Journal of Adult Development, 17(3), 135-145. doi:10.1007/s10804-009-9079-6

Alfonso, H. (2009). The importance of living wills and advance directives. Journal of Gerontological Nursing, 35(10), 42-45. doi:10.3928/00989134-20090903-05

Angevaren, M., Aufdemkampe, G., Verhaar, H. J. J., Aleman, A., & Vanhees, L. (2008). Physical activity and en-hanced fitness to improve cognitive function in older people without known cognitive impairment. Cochrane Database of Systematic Reviews, (3, Art. NO. CD005381). Retrieved from http://health-evidence.ca/articles/show/18382

Angus, J. (2006). Ageism: A threat to “Aging Well” in the 21st century. Journal of Applied Gerontology, 25(2), 137-152. doi:10.1177/0733464805285745

Arnold, C. M., an, M. M., & Harrison, E. L. (2008). Exercise for fall risk reduction in community-dwelling older adults: A systematic review. Physiotherapy Canada, 60(4), 358-372. doi:10.3138/physio.60.4.358

Arnold, E. (2005). A voice of their own: Women moving into their fifties. Health Care for Women International, 26(8), 630-651. doi:10.1080/07399330500177014

Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: The power of critical reflec-tion in applied learning. Journal of Applies Learning in HIgher Education, 1(Fall), 25-48.

Asomaning, N., & VanDenBroek, K. (2011). Enhancing geriatric care in the emergency department. The Canadian Nurse, 107(8), 10.

Baker, H. (2007a). Nutrition in the elderly: Diet pitfalls and nutrition advice. Geriatrics, 62(10), 24-26.

Baker, H. (2007b). Nutrition in the elderly: An overview. Geriatrics, 62(7), 28-31.

Bassett, R., Bourbonnais, V., & McDowell, I. (2007). Living long and keeping well: Elderly Canadians account for success in aging. Canadian Journal on Aging, 26(2), 113-126.

Beard, R., & Day, M. (2008). Fever and hyperthermia: Learn to beat the heat. Nursing, 38(6), 28-31.

Beaulieu, M., & Leclerc, N. (2006). Ethical and psychosocial issues raised by the practice in cases of mistreatment of older adults. Journal of Gerontological Social Work, 46, 161-186. doi:10.1300/J083v46n03_10

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