NRSE4550 Ohio University Backing Out of Time Theories of Aging Overview “Backing Out of Time” – balances the serious and heartfelt journeys of the individ

NRSE4550 Ohio University Backing Out of Time Theories of Aging Overview

“Backing Out of Time” – balances the serious and heartfelt journeys of the individuals and their families with an upbeat, solutions-oriented, and positive perspective for the film. In each of the five stories, the adult children are trying to do the best for their parents, but stumble repeatedly as they navigate their way through understanding the illness itself, personal expectations, and systemic obstacles for which they were unprepared and lack enough support. This shock, frustration and exhaustion which these families face with such grace are felt by the viewers and can assure those who may be facing similar situations that they are not alone. The significant emotions facing these families no matter what or when the choices are made, is universal. Conflict within a family can be caused by the lack of understanding about the disease progression as it is happening, and before it has progressed when plans could have been made. Bottom line: Have your affairs in order and in writing well before ADRD takes over.

Click on the following link to view the video.

http://ohio.kanopystreaming.com/video/backing-out-…

Running Time: 59 mins

Year: 2014

Filmmakers: Mary Rosanne Katzke

Those over 85 years old are the fastest growing segment of the U. S. population. Medical advances have enabled an unprecedented number of Americans to live longer, healthier lives. But for millions of elderly, living longer can also mean a debilitating physical decline that often requires an immense amount of care. After reading the theories of aging document and watching the caregiver video address the following questions:
• Compare and contrast two theories of aging as it relates to the role of the care giver.
• What is the one thing you learned that you did not previously know?
• What is the one piece of information that will most likely affect your nursing practice?

Your initial post must be posted before you can view and respond to colleagues, must contain minimum of two (2) references, in addition to examples from your personal experiences to augment the topic. The goal is to make your post interesting and engaging so others will want to read/respond to it. Synthesize and summarize from your resources in order to avoid the use of direct quotes, which can often be dry and boring. No direct quotes are allowed in the discussion board posts.

References:

Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references.

no more then five year old peer-reviewed references

include introduction and conclusion

Words Limits

Initial Post: Minimum 200 words excluding references (approximately one (1) page). RUBRIC: DISCUSSION BOARD (30 pts)
Criteria
Characteristics
of initial post
Support for
initial post
Responses to
Peers
APA format*;
Spelling/
Grammar/
Punctuation
Meets Expectations
10 to 10 Points
? Provided response with rationale.
? The post is substantive and reflects careful
consideration of the literature.
? Examples from the student’s practice/experience are
provided to illustrate the discussion concepts.
? Addressed all required elements of the discussion
prompt.
? Well organized and easy to read.
5 to 5 Points
? Cited minimum of two references: at least one (1)
from required course materials to support rationale
AND one (1) from peer-reviewed* references from
supplemental materials or independent study on the
topic to support responses.
? The initial post is a minimum of 200 words excluding
references.
10 to 10 Points
? Responses to colleagues demonstrated insight and
critical review of the colleagues’ posts and stimulate
further discussion
? Responded to a minimum of two (2) peers and
included a minimum of one (1) peer-reviewed* or
course materials reference per response.
? Responses are a minimum of 100 words and are
posted on different days of the discussion period by
the due date.
5 to 5 Points
? APA format** is used for in-text citations and
reference list.
? Posts contain grammatically correct sentences
without any spelling errors.
Levels of Achievement
Needs Improvement
3 to 9 Points
? Provided response missing either
substantive rationale, consideration of the
literature, or examples from the student’s
practice/experience to illustrate the
discussion concepts.
? Addresses all or most of required elements.
? Somewhat organized, but may be difficult to
follow.
2 to 4 Points
? Missing one (1) required course reference
AND/OR one (1) peer-reviewed reference to
validate response.
? Post has at least 200 words.
4 to 9 Points
? Responses to colleagues are cursory, do not
stimulate further discussion and paragraph
could have been more substantial.
? Responses missing one of the following:
o insight/critical review of colleague’s
post,
o OR respond to at least two peers,
o OR a peer reviewed*or course materials
reference per response
?
Responses are a minimum or less than
100 words and posts were on the same
date as initial post.
2 to 4 Points
? APA format is missing either in-text or at
end of the reference list.
? Posts contain some grammatically correct
sentences with few spelling errors.
Unsatisfactory
0 to 2 Points
? Provided response with minimal
rationale.
? Does not demonstrate thought
and provides no supporting
details or examples.
? Provides a general summary of
required elements.
0 to 1 Points
? Missing 1 or more of the correct
type (course or peer-reviewed)
or number of references to
support response.
? Post is less than 200 words or
there’s no post.
0 to 3 Points
? Responses to colleagues lack
critical, in depth thought and
do not add value to the
discussion.
? Responses are missing two or
more of the following:
o insight/critical review of
colleagues’ post
o AND/OR response to at least
two peers
o AND/OR a peer reviewed*
reference per response.
?
Responses are less than 100
words, posted same day as
initial post.
0 to 1 Points
? Not APA formatted OR APA
format of references has errors
both in-text and at end of
reference list.
? Post is grammatically incorrect.
NOTE: No direct quotes are allowed in the discussion board posts.
*Peer-reviewed references include professional journals (i.e. Nursing Education Perspectives, Journal of Professional Nursing, etc. – see library tab on how to access these from
database searches), professional organizations (NLN, CDC, AACN, ADA, etc.) applicable to population and practice area, along with clinical practice guidelines (CPGs – National
Guideline Clearinghouse). All references must be no older than five years (unless making a specific point using a seminal piece of information) References not acceptable (not inclusive)
are UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases.
**Since it is difficult to edit the APA reference in the Blackboard discussion area, you can copy and paste APA references from your Word document to the Blackboard discussion area
and points will not be deducted because of format changes in spacing.
Last updated: 02/02/2017
© 2017 School of Nursing – Ohio University
Page 1 of 1
SOCIAL THEORIES OF AGING
CHAPTER 8
THE IMPORTANCE OF SOCIAL THEORIES OF
AGING
•Social Gerontological Theory Before 1961
•Role Theory and Activity Theory
•The First Transformation of Theory
•Disengagement Theory
•Gerotranscendence Theory
•Continuity Theory
•Alternative Theoretical Perspectives
•Symbolic Interactionism & Subculture of
Aging, Labeling Theory, Age Stratification
Theory, Social Exchange Theory, Political
Economy of Aging, Life Course Perspective,
Life Course Social Capital
•The Second Transformation of Theory
•Phenomenology and Constructivism, Critical Theory and Feminist Perspectives
ROLE THEORY
•Based on the belief that roles
define us and our self-concept, and
shape our behavior
ACTIVITY THEORY
•Based on the hypothesis that
•1. Active older people are more satisfied and better adjusted than those who are not active,
and
•2. An older person’s self-concept is validated through participation in roles characteristic of
middle age, and older people should therefore replace lost roles with new ones to maintain
their place in society
DISENGAGEMENT THEORY
•Based on hypothesis that older people, because of inevitable decline with age,
become decreasingly active with the outer world and increasingly preoccupied with
their inner lives; disengagement is useful for society because it fosters an orderly
transfer of power from older to younger people
GEROTRANSCENDENCE THEORY
•Parallels disengagement theory
•Places focus on inner self as positive characteristic
of old age; represents elders’ shift from
materialistic rational view to cosmic transcendent
one
•Accompanied by increase in life satisfaction
•Values contemplation
CONTINUITY THEORY
•Based on the hypothesis that central
personality characteristics become more
pronounced with age or are retained
through life with little change; people age
successfully if they maintain their preferred
roles and adaptation techniques throughout
life
SYMBOLIC INTERACTION
•A theoretical perspective based on the argument that the interactions of such factors
as the environment, individuals, and encounters can significantly affect one’s behavior
and thoughts, including the aging process
SUBCULTURE OF AGING
•A theoretical perspective based on the belief that people maintain their selfconcepts and social identities through their membership in a defined group
(subculture)
LABELING THEORY
•A theoretical perspective derived from symbolic interactionism,
premised on the belief that people derive their self-concepts from
interacting with others in their social milieu; in how others define us
and react to us
LABELING THEORY
•Age Stratification Theory
•Theoretical perspective based on belief that societal age structure affects
roles, self-concept, and life satisfaction
•Social Exchange Theory
•Based on the hypothesis that personal status is defined by the balance
between people’s contributions to society and the costs of supporting them
POLITICAL ECONOMY OF AGING
•A theory based on the hypothesis that social class determines a person’s access
to resources; that dominant groups within society try to sustain their own
interests by perpetuating class inequalities
LIFE COURSE
•Life Course Perspective
•Multidisciplinary view of human development that focuses on changes with age
and life experiences
•Life Course Capital
•Expansion of life course perspective that addresses impact of differential
acquisition of resources among different members of a cohort
DEVELOPMENTS IN SOCIAL GERONTOLOGY
THEORY: THE 2ND TRANSFORMATION
•Social Phenomenology/Social Constructionism
•A point of view in studying social life that places an emphasis on the assumptions and
meanings of experience rather than the “objective” facts, with a focus on
understanding rather than explaining
CRITICAL THEORY
•Perspective that genuine knowledge is based on involvement of the
“objects” of study in its definition and results in a positive vision of how
things might be better rather than an understanding of how things are
FEMINIST PERSPECTIVES
•The view that the experiences of women are often ignored in understanding
the human condition together with efforts to attend critically to those
experiences
POSTMODERN CONSTRUCTIONS OF AGING
•Emphasizes cultural interactions of the complex aging body and social
context in shaping “lived experience” across the life course
•Addresses biotechnology and reconstruction of aging bodies to reinvent
aging with biomedical/information technology
“FOUCAULT EFFECT” ON
GERONTOLOGICAL THEORY
•Centers on medical and social work “expert gaze” that distances themselves from
elders and treats them as dependent objects
•Relationship of the controller and the controlled in long term care
•Encourages elders to resist practices of professional power and scientific knowledge
to control them

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