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Course Description
This course introduces students to the principles and practices of geriatric nursing within community settings. It explores aging trends, models of community-based care, holistic assessment, and evidence-based management of chronic conditions among older adults. Students learn to deliver patient-centered care, collaborate with multidisciplinary teams, and advocate for the dignity and rights of older people. The course emphasizes culturally sensitive, ethical, and community-engaged approaches to healthy aging.
How this course was Designed
How this course was Designed
The course is built on a student-centered and competence-based philosophy, emphasizing active learning and real-world application through community attachment. Constructivist principles guide learning activities, enabling students to build knowledge through case-based reasoning, problem-solving, and reflective practice. Experience learning elements prepare students to work effectively with older adults and interprofessional teams.
Theoretical Foundations
Theoretical Foundations
This course is grounded in Kolb’s Experiential Learning Cycle, where students move through stages of concrete experience, reflection, conceptualization, and experimentation. This approach aligns naturally with community attachments and OSCE practice, supported through reflection journals and structured debriefing sessions. The Person-Centered Care Model further guides learners to design individualized and meaningful care plans for older adults, ensuring sensitivity to their unique needs and preferences. Additionally, Interprofessional Collaboration Frameworks prepare students to work effectively within multidisciplinary teams, enhancing the quality of group projects and community-based activities.
Teacher's Profile
Teacher's Profile
A nursing professional or academic with expertise in geriatric nursing, community health, chronic disease management, and interprofessional collaboration. Familiarity with community-based programs, aging policies, and ethical issues in geriatric care is desirable.
Prerequisite Knowledge
Prerequisite Knowledge
Foundational knowledge of epidemiology, healthcare management, and communication in clinical practice.
Learning Outcomes
Learning Outcomes
By the end of this course, students will be able to:
Explain trends in community geriatric nursing and health-related challenges in aging communities.
Perform holistic assessments of older adults in community settings.
Develop and implement evidence-based, patient-centered care plans for older adults.
Educate older adults and caregivers on healthy aging and chronic disease management.
Collaborate with healthcare professionals and community resources to deliver integrated geriatric care.
Advocate for the rights, dignity, and autonomy of elderly individuals in diverse community contexts.
Teaching Methods
Teaching Methods
The course uses a blend of the following teaching methods:
Lectures: provide structured content delivery through presentations and guided discussions, ensuring students gain essential theoretical foundations before moving into clinical or community activities.
Community attachments offer hands-on learning in real-world settings such as homes, elder clubs, and day centers, allowing students to apply course concepts while building competence, confidence, and empathy; this is supported by coordination with community partners, supervision guidelines, and reflective journals.
Case studies based on real or simulated scenarios strengthen clinical reasoning and help students link theory to practice.
Problem-Oriented Learning (POL) engages students in collaboratively solving geriatric care problems, mirroring real-world decision-making while encouraging teamwork and inquiry.
Project-Based Learning (PBL), enables students design health-promotion or community intervention projects, fostering creativity and long-term planning.
Role play activities simulate interactions with older adults or caregivers to develop communication, empathy, and counseling skills.
Small group discussions promote active participation, peer learning, and deeper understanding of course content.
Assessments
Assessments
Assessments integrate formative and summative components:
Theoretical: Multiple Choice Questions (MCQs) and Structured Essay Questions (SEQ)
Practical: Objective Structured Clinical Examination (OSCE), group presentations, community case reports
Formative assessments (quizzes, reflection journals) provide ongoing feedback. Summative assessments measure achievement of learning outcomes.
Assessment Timing:
Mid-course formative quiz: Week 3
OSCE: Week 8
Final theory assessment: End of course
Implementation Process
Implementation Process
Course Preparation:
Upload syllabus, reading list, and lecture slides to LMS
Schedule community placements
Prepare assessment of rubrics and OSCE stations
Week-by-Week Structure (Example)
Week 1: Introduction to community geriatric nursing; trends and concepts
Week 2: Holistic assessment theory + demonstration
Week 3: Community attachment begins; reflective journal
Week 4: Evidence-based care planning workshop
Week 5: Health education strategies + role play
Week 6: Interprofessional collaboration + case study
Week 7: Ethical issues; elder rights; abuse prevention
Week 8: Student presentations + OSCE
Course Materials
Course Materials
Educational Videos
Educational Videos
This video presents a comprehensive overview of community care for older people, highlighting the specific challenges of aging in community settings, as well as practical strategies for assessment, intervention, and interprofessional collaboration. With a fluid narrative, it illustrates real scenarios and good geriatric nursing practices outside the hospital. The importance for the “Community Geriatric Nursing” course: Integrating this video into the course allows students to view the context of community geriatric nursing “in situ” — transforming theory into practice. It reinforces several learning outcomes, such as performing holistic assessments of older people, developing focused care plans, and collaborating with community resources. Furthermore, it promotes critical reflection on the nurse's role in promoting active aging, preventing frailty and working in a multidisciplinary team.
References and Resources
References and Resources
Epping-Jordan, J. (2002). Innovative care for chronic conditions: Building Blocks for Action: Global Report. World Health Organization.
Gomez, L. (2009). Geriatric nursing. In Jaypee Brothers Medical Publishers (P) Ltd. eBooks. https://doi.org/10.5005/jp/books/10325
Hain, D. J., & Bakerjian, D. (2022). Textbook of Adult-Gerontology Primary Care Nursing: Evidence-Based Care for Patients Across the Lifespan.
Sri Lankan Association of Geriatric Medicine. (2024). Health care for older people: Holistic approach. https://slagm.lk/wp-content/uploads/2024/06/Gerontology-270624.pdf
Vafeas, C., & Slatyer, S. (2021). Gerontological nursing in Australia and New Zealand. Elsevier.
Williams, P. A. (2022). Basic Geriatric Nursing. Mosby.
WHO (2002). Innovative care for chronic conditions. https://www.who.int/publications/i/item/innovative-care-for-chronic-conditions-building-blocks-for-actions
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