GERO 365 Prescott College Social Security Entitlement Program Presentation

Assignment ContentI wanted to make this last assignment different and maybe even a little fun. Imagine that you have been
asked to educate your peers or co-workers on a topic related to Gerontology. Perhaps you are a physical
therapist doing an in-service training for clinic staff, a speech therapist training new students, a member
of a fraternity or sorority doing a service learning project, a business major who has been asked to share
with students economic issues facing the elderly, an exercise physiologist discussing ways to healthy
aging, etc. Your assignment is to put together your training materials using the template that I have
provided. Pick any topic we have discussed in class- and craft your three learning points, and
accompanying discussion topics. I will be looking for content directly from the course textbook or any of
the supplemental materials. Do not lift material from the Moody and Sasser power points- I will know,
and you will get a zero grade.
I have included a sample for you to use as a guide. You are not expected to actually deliver your training
to anyone- all I am looking for is the power point presentation. You should download the power point
template, save it, and submit your completed project via the assignment link. Let me know if you don’t
have access to power point, and we will figure out something else.
You have plenty of time to complete this, so please let me know if you have questions sooner than later.
GRADING GUIDELINES: Assignment worth 30 points.
A = PPT is well organized. The three learning points flow well and the discussion topics relate well to the
learning point. Materials are from class content, and contains no inaccuracies or errors. Excellent effort
is obvious.
B= PPT is well organized, but the learning points could flow better with the discussion points. Few
inaccuracies or errors. Good effort put into project.
C= PPT lacks some organization, learning points are mostly connected to discussion topics but could be
more refined and focused. Contains some inaccurate information or information that is not relevant to
the learning points. Presentation looks like it was “thrown together quickly.”
D= PPT is not well organized. Learning points and discussion topics don’t flow. Many inaccuracies and
errors. Evident that no time was spent on project.
Discussion Topics:
How long do you want to live?
Social Security Entitlement Program
New or Traditional views of Retirement
Reaction to Dementia Live Experience
Presented by

The goal of this presentation is:
Training Point 1:

Four discussion points:
Training Point 2:

Four discussion points:
Training Point 3:

Four discussion points:
Involving our Elderly
Patients in the Process of
Care: Practical Tips for
Presented by
Julie Boggess

The goal of this presentation is to provide information that addresses
the myth that elders lack intelligence, and are therefore unable to
participate in their care.

This is important for nurses to understand so that we can interact
with our patients in the most respectful and caring way possible.
Training Point 1: All elderly patients do not have
severe cognitive loss

Four discussion points:

There seems to be a societal impression that most elderly people end up with Alzheimer’s
Disease. While it is true that the risk of getting Alzheimer’s Disease increases after the age of 80,
it is estimated that 1/12 people over the age of 65 has Alzheimer’s.

Getting Alzheimer’s is not a normal part of the aging process.

Be aware that there are conditions that could make it appear as if a patient has Alzheimer’s
disease such as slowed speech, hearing loss or depression. It is important that we understand all
issues going on with our elderly patients.

Therefore, most elderly people are capable of thinking, learning, contributing and participating in
their care.
Training Point 2: Elder persons are intelligent, but
they may learn new things at a slower pace

Three discussion points:

Elders have accumulated intelligence, called “crystalized intelligence.” This type of intelligence
reflects accumulated past experiences, and signifies the acquisition of practical expertise in
everyday life- in other words “wisdom.”

Fluid intelligence is applied to new tasks and represents the ability to come up with novel or
creative solutions to problems. Fluid intelligence may be more challenging for an elderly person.

It is widely agreed that elders take longer to learn new things, and their fluid intelligence may be
affected by slower cognitive processing, vision loss, hearing loss and even depression. That
doesn’t mean we can’t tap into their wisdom- and build on their experience, “crystalized
Training Point 3: Tips on how to adapt our working
approach with elderly patients/clients

Five tips:

Don’t expect your elderly patient to “catch on” to new information quickly. Remain patient, explain
new information slowly and in small bites. Provide the information verbally and in writing if

Tap into your patient’s abilities, and call on their wisdom. “You’ve lived with arthritis for many
years- which exercise seems to help you the most?”

Give your patient options whenever possible. “Do you prefer to go to physical therapy later this
morning, or early this afternoon?”

When sharing new information, ask your patient to repeat it back. For example:

“Mrs. Murphy, could we review once again the new medication that your physician has
prescribed. Would you please explain to me what it is for?

Never talk at your patient, above your patient, or to someone else about your patient as if he/she
wasn’t in the room.

As nurses, we need to help bust the myth that elderly patients are incapable of participating in
their care and learning new things.
Never assume that they don’t understand what is going on.
Our elderly patients may take more time, and need us to be patient with them.
They deserve to be treated with dignity and respect, just like any other patient.
I found Reading 37 on pages 353-356 fascinating. The reading discusses the two schools of thought on
entitlements (Medicare and Social Security) In other words, as a nation, can we ensure that federal
funding is fair and balanced, and doesn’t favor one group (the elderly) over other groups (children)? The
“Generational Equity” supporters reject our current system which requires the younger generations (X
and Y) to support the baby boomers, and Z will support GenX and Y, and so on. “Generational
Interdependence” supports our current system, and furthermore believes that it is unrealistic, based on
demographic, economic and other factors that impact generations differently, to expect each
generation to take care of itself.
This topic is indeed complicated, and would be well suited as a research paper topic. However, being
that this is an Intro class, and a topic that is critically important for the elderly who depend on federal
programs for their financial well-being, I simply want to introduce you to this economic issue, and get
your initial reactions.
How do you feel about your generation having to fund baby boomer retirement? Is your initial reaction
to lean towards “Generational Equity” or “Generational Interdependence”?

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