Journal of Gerontological Nursing

CEU QUIZ

Abstract

HOW TO OBTAIN CONTINUING EDUCATION UNITS BY READING THIS ISSUE

Instructions: Registered nurses may receive three contact hours by reading the articles in this issue and successfully answering the questions in the following post-test. To obtain continuing education unit credit:

1 . Read the articles carefully noting the tables and other illustrative materials which are provided to enhance your knowledge and understanding of the content.

2. Read each question and record your answer in the registration form provided.

3. Type or print your full name and address and your social security number in spaces provided on the registration form.

4. Forward the completed form with your check or money order for $12 made out to University of Maryland, School of Nursing. Photocopies of the quiz are not acceptable; use only the original quiz.

Continuing Education Units: Contact hours are granted by The University of Maryland School of Nursing Continuing Education Program which is accredited by the Eastern Regional Accrediting Committee of the American Nurses' Association. SLACK Inc. and University of Maryland School of Nursing are co-providers of this continuing education home study program.

Answers to the post-test will be graded and you will be advised that you have passed or failed within 60 days of receipt of your completed test. A score of 70% or above will comprise a passing grade. A certificate will be awarded to participants who successfully complete the test.

Ten contact hours of participation in an educational offering is awarded one CEU . A contact hour is 50 minutes of instruction. Contact hour verification can only be awarded at the completion of a program.

CONTACT HOUR UNITS RECEIVED FOR SUCCESSFUL COMPLETION OF THE POST-TEST MAY BE USED FOR CERTIFICATION OR RECERTIFICATION CREDIT.

Objectives: After reading the articles in this issue, the participant will be able to:

1. Relate how a selected group of adult daughters described their perceptions and experiences in admitting a parent to a nursing home.

2 . Identify how the findings of Johnson's study on the decision for nursing home admission suggest methods to improve the quality of nursing care to the adult daughters.

3. Discuss the older person's and family's response to the loss of the ability to drive.

4. Describe nursing interventions to assist the older person who must give up driving.

5. Describe the place for adult day care in the continuum of care for frail older adults.

6. Identify the effects of adult day care for the client and the caregiver.

7. Evaluate a behavior management training program for nurse aides in a nursing home.

8. Present the major components of an inservice education program for nurse aides in a nursing home.

9. Identify the characteristics of a successful community college-nursing home partnership.

10. Identify issues to be addressed in future community college-nursing home partnerships.

11 . Differentiate the characteristics of elderly alcoholics from those of younger age.

12. Identify specific interventions to use with the elderly alcoholic.

Directions: Encircle the letter of the best answer on the registration form provided.

1. According to Johnson, most research in nursing and long-term care has focused on which of the following?

A. Discharge planning.

B. Family interaction.

C. Relocation to nursing homes.

D. Specific nursing care issues.

2. Which statement best explains why daughters were the focus of this study?

A. They are most frequently identified as care providers.

B. They are the primary people admitting relatives to nursing homes.

C. They tend to be more open to expressing opinions.

D. They were the most accessible to the researcher.

3. Which of the following best characterizes the daughters' experiences with the…

HOW TO OBTAIN CONTINUING EDUCATION UNITS BY READING THIS ISSUE

Instructions: Registered nurses may receive three contact hours by reading the articles in this issue and successfully answering the questions in the following post-test. To obtain continuing education unit credit:

1 . Read the articles carefully noting the tables and other illustrative materials which are provided to enhance your knowledge and understanding of the content.

2. Read each question and record your answer in the registration form provided.

3. Type or print your full name and address and your social security number in spaces provided on the registration form.

4. Forward the completed form with your check or money order for $12 made out to University of Maryland, School of Nursing. Photocopies of the quiz are not acceptable; use only the original quiz.

Continuing Education Units: Contact hours are granted by The University of Maryland School of Nursing Continuing Education Program which is accredited by the Eastern Regional Accrediting Committee of the American Nurses' Association. SLACK Inc. and University of Maryland School of Nursing are co-providers of this continuing education home study program.

Answers to the post-test will be graded and you will be advised that you have passed or failed within 60 days of receipt of your completed test. A score of 70% or above will comprise a passing grade. A certificate will be awarded to participants who successfully complete the test.

Ten contact hours of participation in an educational offering is awarded one CEU . A contact hour is 50 minutes of instruction. Contact hour verification can only be awarded at the completion of a program.

CONTACT HOUR UNITS RECEIVED FOR SUCCESSFUL COMPLETION OF THE POST-TEST MAY BE USED FOR CERTIFICATION OR RECERTIFICATION CREDIT.

Objectives: After reading the articles in this issue, the participant will be able to:

1. Relate how a selected group of adult daughters described their perceptions and experiences in admitting a parent to a nursing home.

2 . Identify how the findings of Johnson's study on the decision for nursing home admission suggest methods to improve the quality of nursing care to the adult daughters.

3. Discuss the older person's and family's response to the loss of the ability to drive.

4. Describe nursing interventions to assist the older person who must give up driving.

5. Describe the place for adult day care in the continuum of care for frail older adults.

6. Identify the effects of adult day care for the client and the caregiver.

7. Evaluate a behavior management training program for nurse aides in a nursing home.

8. Present the major components of an inservice education program for nurse aides in a nursing home.

9. Identify the characteristics of a successful community college-nursing home partnership.

10. Identify issues to be addressed in future community college-nursing home partnerships.

11 . Differentiate the characteristics of elderly alcoholics from those of younger age.

12. Identify specific interventions to use with the elderly alcoholic.

Directions: Encircle the letter of the best answer on the registration form provided.

1. According to Johnson, most research in nursing and long-term care has focused on which of the following?

A. Discharge planning.

B. Family interaction.

C. Relocation to nursing homes.

D. Specific nursing care issues.

2. Which statement best explains why daughters were the focus of this study?

A. They are most frequently identified as care providers.

B. They are the primary people admitting relatives to nursing homes.

C. They tend to be more open to expressing opinions.

D. They were the most accessible to the researcher.

3. Which of the following best characterizes the daughters' experiences with the decision to admit a parent to a nursing home?

A. It was a relief from responsibility.

B. It was associated with total family involvement.

C. It was facilitated by prior knowledge.

D. It was lack of control.

4. This experience could be improved by increasing nursing involvement at what point?

A. Prior to the actual need for admission.

B. At discharge from the hospital.

C. Upon admission.

D. One week after admission.

5. According to Gillins, concern about an older person's ability to drive is usually expressed initially by:

A. The older person.

B. Friends.

C. Family members.

D. A physician.

6. A longitudinal study of patients with Alzheimer's disease cited by Gillins indicated that safe driving could be done:

A. At no period during the illness.

B. If a responsible adult was present.

C. During the later stages of the illness.

D. If the score of the Mini Mental Status Exam was about 17.

7. The theory of loss and grieving that views mourning as a part of the aging process was developed by:

A. Benoliel.

B. Kowalsky.

C. Kubier-Ross.

D. Pollack.

8. A person's response to the loss of the ability to drive, as discussed by Gillins, is influenced by:

A. Gender.

B. Past experience with loss.

C. Socioeconomic status.

D. Age when license was obtained.

9. Strang and Neufeld suggest that future research is needed to:

A. Determine appropriate interventions for frail elderly.

B. Identify caregiver needs.

C. Determine alternatives to adult day care.

D. Assess effectiveness of day care for older persons.

10. All of the following are goals of adult day care programs except:

A. Social.

B. Restorative.

C. Maintenance.

D. Rehabilitative.

11 . In Strang and Neufeld's study, the adult day care client demonstrated:

A. A minimal decrease in mental status.

B. Maintenance of ability to perform activities of daily living.

C. Improved life satisfaction.

D. A reduction in depression.

12. Adult day care provided relief to caregivers without an outside job because:

A. It allowed time to socialize with neighbors.

B. Professionals were providing the care.

C. Medical problems could be readily recognized.

D. It decreased guilt.

13. In Cohn et al, the behavior management training program was directed toward the management of:

A. Agitation.

B. Depression.

C. Incontinence.

D. Wandering.

14. Each session of the behavior management training program included all of the following content except:

A. Behavioral concepts.

B. Ways to identify and change the triggers and reinforcers of behavior.

C. Application of behavioral management steps.

D. Etiology of behavioral problems.

15. Participation of the nursing assistants was encouraged by:

A. Drawing for prizes at each session.

B. The provision of one hour of vacation time per session attended.

C. Token incentives.

D. The promise of certificate at completion.

16. The behavior management training program resulted in a significant:

A. Increase in behavior management knowledge of nursing assistants.

B. Stabilization of resident behaviors.

C. Change in nursing assistant attitudes.

D. Decrease in residents' agitated episodes.

17. According to the article by Mengel et al, the community college-nursing home partnership funded by the VVK Kellogg foundation has two objectives: to develop nursing potential in long-term care settings and:

A. To develop a standardized curriculum for nursing assistant training.

B. To influence the redirection of associate degree nursing education to include active participation for nursing roles in long-term care settings.

C. To interface with public policy makers to increase funding for long-term care settings.

D. Provide a clearing house for clinical nursing research on aging.

18. The goal of the Delphi technique used in the research by Mengel et al was to:

A. Identify the values and opinions of community college-nursing home partnership participants.

B. Collect statistics which would support an increase in public funding for long-term care settings.

C. Assess the level of support for increased gerontological nursing content in associate degree nursing curricula.

D. Measure the quality of care in community college-nursing home partnership longterm care agencies.

19. Participants in the study by Mengel et al agreed that a successful community college-nursing home partnership includes:

A. The expansion of activities to involve a variety of academic disciplines other than nursing from the community college.

B. Certification in gerontological nursing of faculty and nursing home registered nurses.

C. Sharing resources and benefits with faculty and providers not involved in the community college-nursing home partnership.

D. Pragmatic goal setting with adequate time to plan, implement, and evaluate partnership activities.

20. Which of the following is not viewed as an essential factor in a successful community college-nursing home partnership?

A. Mutual respect and understanding.

B. A commitment to high quality education for students and high quality service to patients.

C. Clear communication.

D. Equal contributions and equal benefits.

21. According to Krach, which statement best describes the pattern of alcohol use among elders?

A. Elders consume more per occasion than younger people.

B. They are likely to use alcohol in combination with other drugs.

C. They are more likely to drink on a binge basis.

D. They are unlikely to begin drinking in later years.

22. Elderly alcoholics are more likely to:

A. Be late onset alcohol users.

B. Be more susceptible to debilitating physical effects of alcohol abuse.

C. Present with overt clues to the drinking problem.

D. Welcome traditional approaches to treatment.

23. Krach found that elderly alcoholics would:

A. Avoid the use of other drugs.

B. Be diagnosed as depressed rather than alcoholic.

C. Likely be confronted early about their abuse by family members or health professionals.

D. Seek out help when it was needed.

24. Krach suggests that intervention with elderly alcoholics should include all of the following except:

A. Confronting less aggressively than with younger alcoholics.

B. Identifying the relationship of physical and/or psychological problems to alcohol abuse.

C. Negotiating for periods of abstinence or moderation of alcohol intake.

D. Promote use of the terms alcoholic and alcoholism.

10.3928/0098-9134-19901101-10

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