LUNA GOCO COLLEGES, INC.
INSTRUCTIONAL DESIGN FOR
EDUCATIONAL PROGRAMS
COLLEGE of NURSING
I. Name of Group: Clinexus (BSN 4D - GROUP 4)
II. Program Title: The Strength Within: Promoting Healthy Aging Beyond Frailty
III. Contact Hours: 4 hours
IV. Intended Audience: 2nd Year Nursing Students
V. Prerequisites
To maximize the benefits of this program, participants are expected to demonstrate the following
baseline competencies:
Basic knowledge of normal anatomy and physiology, particularly the musculoskeletal, cardiovascular,
nervous, and integumentary systems.
Understanding of the normal aging process and the physiological changes associated with older
adulthood.
Familiarity with fundamental nursing concepts, including the nursing process (assessment, diagnosis,
planning, implementation, and evaluation).
Basic knowledge of obtaining and interpreting vital signs and performing a general physical
assessment.
Basic communication skills for interacting therapeutically with patients, families, and healthcare
professionals.
Familiarity with basic health assessment techniques learned during Fundamentals of Nursing.
Awareness of common health issues affecting older adults, such as falls, immobility, malnutrition, and
chronic illnesses.
Willingness to actively participate in discussions, case-based activities, and practical demonstrations
throughout the seminar.
Completion of introductory nursing courses (e.g., Fundamentals of Nursing and Health Assessment)
or equivalent institutional requirements
1
VI. Instructional Design
LEARNING CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT
OUTCOMES
Lecturing and Presentation
Through The discussion will TOPIC 1: Overview
participation in focus on the of Frailty
program participants following: USE OF VISUAL AND AUDIO AIDS – FORMATIVE
will be able to: presenting videos, infographics, posters,
ACTIVITY:
- Definition of frailty PowerPoint presentations introducing Frailty in
TOPIC 1: and its significance Older Adults
as a common "FRAIL OR FIT?"
Overview of geriatric syndrome DISCUSSION - asking relevant questions such - Participants will be
FRAILTY affecting older adults as: shown a series of
OBJECTIVES: patient profiles
"How does frailty occurrence impact older
- Individuals at risk describing different
1. Define frailty and adult’s functional independence?”
of developing frailty. older adults. Each
describe its "For you, what is healthy aging?”
significance as a group will determine
- Impact of frailty on
common geriatric "What is the importance of early recognition, whether each
functional
syndrome affecting independence, health promotion, and prevention to patient’s patient is
older adults. quality of life, health outcomes? experiencing healthy
hospitalization, falls, aging or Frailty and
2. Identify disability, STUDENT AS FACILITATOR – Guide justify their answers
individuals who are institutionalization, discussions on the overview of frailty, its
at increased risk of based on the
and mortality among nature, impact, and management.
developing frailty characteristics
older adults.
based on age, discussed during the
health status, and lecture.
- Healthy aging and
other contributing
early frailty
factors. SUMMATIVE
identification,
emphasizing health ACTIVITY:
3. Discuss the
promotion,
impact of frailty on
prevention "WHO'S AT RISK?"
functional
strategies, and the
independence, - Participants will
importance of timely
quality of life, and work in small groups
recognition to
overall health to analyze different
improve health
outcomes in older case scenarios
outcomes.
adults.
involving older
4. Recognize the adults. Each group
importance of will identify the
healthy aging and patient's who should
early identification of be prioritize in terms
frailty in promoting of risk factors for
functional ability and
frailty, justify your
preventing adverse
health outcomes. chosen patient and
recommend
TOPIC 2: Theoretical Activities:
preventive strategies
TOPIC 2: Think-Pair Share to promote healthy
CONTENT:
Ask: "Why is it important to identify frailty aging. Groups will
Clinical Frailty before complications occur?" Participants present their
Scale (CFS) Importance of
Early Frailty think individually for 1 minute, discuss with a answers and receive
OBJECTIVES: partner, then share answers with the class.
Screening facilitator feedback.
1. Describe the - Timely Intervention
- Reduces risks for Case-Guided Discussion
importance of the Facilitators may present real-life case FORMATIVE
following early frailty falls, disability, and
scenario examples "Wheel of Frailty"
screenings in mortality.
promoting healthy - Healthy Aging
- Individualized care Spin a wheel
aging and
planning containing:
preventing functional
decline.
The Clinical Frailty CFS
2. Understand the Scale (CFS) is a EFS
importance of using rapid, evidence- Both
Clinical Frailty Scale based screening tool
5 M's
for the assessment that assesses an
older adult's overall Risk Factors
of older patient’s
overall fitness and fitness and Nursing Intervention
functional status. functional status. It
Where the wheel
helps healthcare lands you will define
providers identify it and the higher
frailty early, predict scores will win.
the risk of adverse
outcomes such as
falls, hospitalization, SUMMATIVE
institutionalization, "Frailty Escape
and mortality, and Room"
guide individualized
care planning. By Students must solve
evaluating a different frailty
person's level of
assessment puzzles
independence,
mobility, and ability to "unlock" the final
to perform daily patient care plan.
3. Identify and activities, the CFS
correctly analyze the supports timely Stations include:
9-point screening interventions that
tool in relation to can preserve CFS Level Puzzle
patient’s condition. function, improve
EFS Domain Match
quality of life, and
promote healthy Clock Drawing
aging. Interpretation
TUG Result
4. Identify the - The Nine (9) Risk Factor
extrinsic and Levels of the Clinical Identification
intrinsic risk factors Frailty Scale,
based on the Evidence-Based
including their Intervention
Clinical Frailty Scale descriptors, scoring
indicators. system,
interpretation, and Each completed
classification of station reveals a
frailty. clue needed to finish
the final
5. Demonstration of
- Identification of comprehensive
knowledge and skills
intrinsic and assessment.
about the CFS in
extrinsic risk factors
conducting patient
using the Clinical
screening. FORMATIVE
Frailty Scale to
support ACTIVITY
comprehensive
patient assessment. "Find My Domain!"
- Clinical application Time: 10–15
of the Clinical Frailty minutes
Scale, including
patient interview
techniques, Objectives
functional
assessment, clinical At the end of the
judgment, and activity, students will
appropriate be able to:
evidence-based
nursing interventions
Identify the six
based on the
patient's functional domains of intrinsic
status. capacity in the
ICOPE framework.
EDMONTON
FRAILTY SCALE Classify patient
(EFS) The Edmonton findings according to
Frailty Scale (EFS) the correct domain.
1. Understand the is a validated,
importance of using multidimensional
screening tool that Explain the
Edmonton Frailty
Scale for assesses an older importance of each
assessment of older adult's overall fitness domain in promoting
patient’s overall and functional status healthy aging.
fitness and across multiple Mechanics
functional status. domains, including 1. Divide the Class
cognition, general
The class consists
health, functional
independence, of 20 students.
social support, Each student
medication use, receives one clue
nutrition, mood, card containing
continence, and either:
functional
a patient symptom,
performance. It
enables early an assessment
identification of finding,
frailty, helps predict or a nursing
adverse outcomes intervention.
such as falls,
hospitalization, Search for Your
disability, and
Team (5 minutes)
mortality, and
supports Students move
individualized care around the room
planning. and discuss their
clues with
2. Identify clearly the 10 Domains of EFS classmates.
10 domains of EFS - Cognition Their goal is to find
and its indicators in - Functional
classmates whose
conducting the Performance
assessment. - Burden of Illness cards belong to the
- General Health same Intrinsic
Self-Perceived Capacity Domain.
Health Once they believe
- Mood they have found
- Weight Loss
their teammates,
- Medication
-Urinary they stand together.
Incontinence
- Social Support Form Six Groups
-Mobility (using the The facilitator
Timed "Get Up and confirms the groups.
Go" test)
Group Discussion (5
3. Correlate the 10 - Integration of the 5
domains of EFS to M's of Geriatric Care minutes)
the 5 M’s of (What Matters, Each group
Geriatric Care Medication, Mind, answers:
● Mind Mobility, and What is your
● Mobility Multicomplexity) with Intrinsic Capacity
● Medications, the Edmonton Frail Domain?
Multi- Scale to support
Why do your clues
complexity holistic, person-
● What Matters centered belong together?
most assessment. What health problem
is commonly seen in
[Link] - Clinical application older adults under
accurate clinical of the Clock Drawing this domain?
application for each Test (CDT) and
Give one nursing
domain (e.g. Clock Timed Up and Go
(TUG) Test in intervention to
Drawing Test and
TUG) in evaluating evaluating cognitive promote healthy
patient’s physical function, mobility, aging.
mobility and functional
potential risks. performance, and Presentation (1
fall risk. minute per group)
Each group
[Link] the
- Clinical Frailty presents:
characteristics,
components, and Scale vs. Edmonton Their domain
appropriate clinical Frailty Scale Their clues
use of the Clinical Their nursing
Frailty Scale (CFS), intervention
Edmonton Frailty
Scale (EFS), and
other validated frailty
screening tools.
TOPIC 3:
Integrated Care for
Older People TOPIC 3:
(ICOPE): A Person- CONTENT:
Centered
Approach to
Healthy Aging
OBJECTIVES: ICOPE Approach
[Link] the - promotes person-
concept and centered, integrated
principles of the care based on an
Integrated Care for older adult’s needs,
Older People goals, and
(ICOPE) approach environment.
in promoting healthy - Principles of
aging and ICOPE
maintaining
functional ability. 6 Domains of
Intrinsic Capacity
2. Describe the six a) Cognition
domains of intrinsic b) Vision
capacity addressed c) Locomotion
in the ICOPE d) Psychological
framework and their Capacity
significance in the e) Nutrition
holistic assessment
of older adults. The four-step
ICOPE care
3. Discuss the four- pathway:
step ICOPE care - Screening
pathway, including - In-depth
basic assessment, Assessmen
in-depth t
assessment, - Personalize
personalized care d Care
planning, and Plan
implementation with - Implementa
continuous tion and
monitoring. Monitoring
4. Recognize the Roles of Nurses in
role of nurses in ICOPE
delivering person- Implementation:
centered, integrated - Health
care through health Promotion
promotion, - Multidiscipli
multidisciplinary nary
collaboration, and Collaborati
community-based on
interventions for - Community
older adults. Based
Care
5. Apply the - Person-
principles of the Centered
ICOPE framework in Approach
developing
appropriate nursing - Case-based
care strategies for application of the
older adults through ICOPE framework in
case-based planning nursing
learning. care for older adults.