Course details
Biology of ageing, altered disease presentation, holistic assessment methods, age related physiological changes and gerontological nursing practice at an advanced level including the management of conditions affecting the cardiac, respiratory, musculoskeletal, gastro-intestinal, endocrine, genito-urinary, integumentary systems, special senses, the principles of wound care assessment and management, communication deficits, pharmacological issues and polypharmacy in ageing, safety issues, fall prevention strategies, sleep disorders, pain management, immunological issues for older people.
Core areas addressed are: Biology of ageing, altered disease presentation, holistic assessment methods, age related physiological changes and gerontological nursing practice at an advanced level including the management of conditions affecting the cardiac, respiratory, musculoskeletal, gastro-intestinal, endocrine, genito-urinary, integumentary systems, special senses, the principles of wound care assessment and management, communication deficits, pharmacological issues and polypharmacy in ageing, safety issues, fall prevention strategies, sleep disorders, pain management, immunological issues for older people.
Learning outcomes
On successful completion of this module students will be able to:
Summarise the normal physical and physiological processes associated with the ageing person and the presentation of disease and related conditions in later life.
- Critically evaluate the impact of biological changes and other related determinants of health on older adults.
- Demonstrate a comprehensive understanding of holistic person centred assessment of older people's healthcare needs, incorporating biography and narrative.
- Demonstrate knowledge of pharmacological issues associated with older people.
- Critically analyse gerontological nursing practice at an adanced level including the nursing management of specified age related physiological conditions
- Explore communication issues including the role of the gerontoloigcal nurse in promoting social engagement and cultural connectivity among older people
- Identify and critically review factors affecting physiological health and wellbeing of older people and the promotion of positive ageing.
Entry Requirements
Open to Registered Health Care Professionals in Nursing, Midwifery, Medicine, and Clinical Therapies or other allied disciplines. Some modules are open to registered nurses/midwives only (indicated below beside inpidual modules).
Applicants must be practising health care professionals with evidence of current registration with the relevant professional regulatory body (e.g. the Nursing and Midwifery Board of Ireland (NMBI), the Irish Medical Council, the Health & Social Care Professions Council (or equivalent regulatory body for pharmacists, occupational therapist, podiatrists, speech and language therapists etc.)) or be eligible for such registration.
Candidates who have not undertaken a programme of study at National Framework of Qualifications academic level 7 (Degree, Diploma or equivalent) must satisfy the university/college that they have the ability to complete the programme. The programme coordinator will recommend such applicants on the basis of prior learning, professional study and general study undertaken in the previous five-year period.
Applicants required to have undertaken a programme of study at National Framework of Qualifications academic level 8 (Honours Degree or Higher Diploma) or equivalent.
Updated on 08 November, 2015Course Location
About University College Cork
UCC was established in 1845 as one of three Queen’s Colleges - at Cork, Galway and Belfast. These new colleges theyre established in the reign of Queen Victoria, and named after her.
Queen's College, Cork (QCC) was established to provide access to higher education in the Irish province of Munster. Cork was chosen for the new college due to its place at the centre of transatlantic trade at the time and the presence of existing educational initiatives such as the Royal Cork Institution and a number of private medical schools.
The site chosen for the new college was dramatic and picturesque, on the edge of a limestone bluff overlooking the River Lee. It is associated with the educational activities of a local early Christian saint, Finbarr. It is believed that his monastery and school stood nearby, and his legend inspired UCC’s motto: ‘Where Finbarr Taught, let Munster Learn.’
On 7 November 1849, QCC opened its doors to a small group of students (only 115 students in that first session, 1849-1850) after a glittering inaugural ceremony in the Aula Maxima (Great Hall), which is still the symbolic and ceremonial heart of the University.
The limestone buildings of the Main Quadrangle (as it is now known) are built in a style inspired by the great universities of the Middle Ages, and theyre designed by the gifted architectural partnership of Thomas Deane and Benjamin Woodward. The iconic image of UCC, it is set in landscaped gardens and surrounds the green lawn known to all as the Quad.
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