Resource Center

This document provides a checklist that is intended as an aid to support clinical decision making for prescribers. However, use of this checklist is not required to prescribe PAXLOVID under the EUA.

Source: Minnesota Association of Geriatrics Inspired Clinicians, 2022
https://www.minnesotageriatrics.org/COVID-Resources

This tool made by MAGIC's ACE Committee which consists of a group of geriatric primary care organizations serving residents in long term care, transitional care, assisted living, and other senior living communities. They have different resources available about common, evidence-based approaches to care.

Source: Minnesota Association of Geriatrics Inspired Clinicians, 2022

Interprofessional shadowing (IPSh) provides learners with insights on the roles and responsibilities of other professionals.  With advanced planning that aims to reduce barriers to implementation, structured IPSh can be designed to meet interprofessional education competencies.  Further developing shadowing experiences based on the self-regulated learning theory, structured IPSh evolves beyond learning about roles and responsibilities to exploring first hand the impact of collaborative practice on system outcomes.  With IPSh, the focus moves beyond clinical skills to a greater awareness of

Age-Friendly Care, PA is a collaboration between the Penn State Ross and Carol Nese College of Nursing and the Primary Health Network. 

Age-Friendly Care, PA has developed an easy-to-use tool for healthcare providers to share with their older adult patients and caregivers. The My 4Ms Worksheet is intended to help older adults organize and focus their health goals and care preferences, while clarifying the essential elements that can guide care from the healthcare team.

Based on experiences in health with interprofessional education, this guide provides the key approaches to establish effective interprofessional/interdisciplinary team fieldwork learning experiences. The intended audience for this guide is higher education staff with an interest in establishing interprofessional team fieldwork learning programs. This guide was produced as part of an Australian Collaborative Education (ACEN) research grant, and is based on many years of work implementing and researching interprofessional fieldwork in health at Curtin University in Perth, Western Australia.

This toolkit contains resources for teaching learners how to address mobility disability in older people in the primary care setting. It contains introductory material appropriate for undergraduate and graduate level learners. This toolkit contains two components: a Learner Module which is designed for students and a compendium of Teaching and Learning Resources which is designed for instructors. Instructors can select the resources that work best for their learners and embed them into their course materials.

This caregiver toolkit created by the University of Arkansas for Medical Sciences includes a variety of resources for caregivers of older adults. The different sections in the toolkit include: Caregiver Tips, Caregiver Corner, Caregiver Stories, Ageless Grace, Tech Savvy Senior Tips, Newsletters, and Online Community Programs.

Isolating patients at their most vulnerable time from the people who know them best places them at risk for medical error, emotional harm, inconsistencies in care, lack of preparedness for the transitions of care, and unnecessary costs. Yet in many hospitals and health systems, outdated visiting policies still separate families and other loved ones during hospital stays.

In today’s fast-paced healthcare environment, crowded with competing priorities, the human connection is too easily overlooked leaving caregivers burned out and patients and families fearful and suffering.

Through innovative programs, education and advocacy, the Schwartz Center is working to support caregivers, healthcare leaders and others and bring compassion to every healthcare experience.

For care to be effective it must respond well to a patient’s situation. To do so, care must be bio-medically correct with a sound argument backing its implementation. In addition, it should be consistent with the patient’s personal values, desires, and goals. Lastly, care should be feasible given the resources that can be mobilized and the opportunity costs of doing so (what will have to be shifted, postponed or canceled to make room for the new tasks). Not all care recommended as safe and effective for patients like this will fit well in the care of a particular patient.