SUCCESSFUL AGING HEALTH FAIR

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Interdisciplinary Health Fair for Seniors
Service Learning in Higher Education
Elisa Huff, Ph.D., CCC-SLP Marni Johnson, Au.D,
CCC-A, FAAA Janet Buelow, MPH, Ph.D Kathy
Jorgensen, R.N., MSN Debralee Nelson, RDH,
MA Richard Ekstrom, PT, D.Sc., MS, OCS Stacy
Smallfield, MSOT, OTR/L

The 2006 ASHA Convention Building Bridges
Through Communication
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History

• Piloted Spring of 1999
• Original Goal
• Offer student-provided services throughout rural
  communities in South Dakota in order to enhance
  the health and successful aging practices of
  seniors in the state.

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Key WordsA FREE and SOCIAL event
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Objectives for Seniors

• Learn about personal health and suggestions to
  improve ones health
• Learn about resources available and how to access
  those resources
• Obtain baseline data to track ones health
• Enjoy a positive intergenerational experience

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Objectives for Students

• Develop skills in working with seniors
• Learn about various health professions
• Develop skills in working with other health
  professions
• Provide an important service to South Dakota
  seniors
• Enjoy a positive intergenerational experience

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Disciplines Involved

• Audiology
• Dental Hygiene
• Health Services Administration
• Nursing

• Nutrition
• Occupational Therapy
• Physical Therapy
• Speech Language Pathology

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Professional Interactions for Students

• Pre-fair planning with other disciplines
• Multiple disciplines assigned to each health
  topic table
• One student per table randomly assigned as the
  group leader
• Students rotate to different topic tables
  throughout the day

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Registration Table

• Health Administration students and others

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Health Topic Tables(Health Fair Bingo Card)
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Purpose of Bingo Card

• Card obtained from registration table
• Individuals are entered into a drawing, which
  occurs every 20 minutes, once six (6) boxes have
  been stamped and the evaluation on the back of
  the card is completed
• Themed gift baskets are the door prizes

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Bingo Prize Baskets
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Osteoporosis / Mobility

• Dental Hygiene
• Nursing
• Nutrition
• Occupational Therapy
• Physical Therapy

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Osteoporosis/Mobility

• Education about adaptive devices that assist with
  everyday activities
• Demonstrate how to use the devices
• Opportunity to practice using the devices

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Osteoporosis/Mobility cont

• Performed Fall Risk Assessments

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Cardiovascular Health

• Dental Hygiene
• Nursing
• Nutrition
• Physical Therapy

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Cardiovascular Health

• Blood pressure screening
• Dietary management
• Exercise
• Risk factors
• Lab follow-up

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Diabetes Screening

• Dental Hygiene
• Nursing
• Nutrition
• Occupational Therapy
• Physical Therapy

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Diabetes Screening

• Blood glucose monitoring
• Dietary counseling
• Exercise regimen
• Review of hypo/hyperglycemia signs and symptoms

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Healthy Living I

• Dental Hygiene
• Nursing
• Nutrition
• Occupational Therapy
• Physical Therapy
• Social Work
• Speech Language Therapy

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Healthy Living I Speech and Language Screening

• Memory
• Cognition
• Voice
• Swallowing
• Speech
• Language

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The Screening Tool

• What would happen if it rained all day all the
  time?
• Say these words after me, book, brush, cup,
  lamp.
• What were you doing before you came here today?
• Name a holiday in May.
• What is a state close to this one?

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The Screening Tool cont

• Is a brick heavier than a feather?
• Why does a bed have bedrails?
• Where do you find a sink, toilet, and soap?
• Is your neck above your chin?
• Name as many animals as you can in one minute
  (15)

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The Screening Tool cont

• Count to 100
• Repeat the word buttercup 5 times as fast as you
  can
• precise articulation, appropriate speed rhythm
• Say /a/ for as long as you can
• duration (15 seconds), quality, steadiness
• Read the grandfather passage

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Interpretation of Speech and Language Screening

• No normative data yet on the screen
• Hypothesis Normal performance is indicated by no
  errors on the screen
• If any errors are made, the SLP student brings in
  a supervisor for consultation

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Sioux Valley Hospital

• Glucose (blood sugar check)
• 5
• Total Cholesterol/HDL Ratio
• Total Cholesterol, HDL, TC/HDL Ratio, 14
• Lipid Panel
• Total Cholesterol, HDL, TC/HDL Ratio, LDL,
  Triglycerides
• 19

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Medication Review

• Audiology
• Dental Hygiene
• Nursing
• Physical Therapy
• Speech Language Therapy

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Medication Review

• Expected or untoward side-effects
• Prescription/OTC/ Polypharmacy issues
• Drug interactions
• Vaccination recommendations
• Memory aids for taking medications

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Oral Cancer Screening

• Dental Hygiene
• Nursing

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Balance and Strength Assessment

• Nursing
• Physical Therapy

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Healthy Living II

• Audiology
• Dental Hygiene
• Nursing
• Occupational Therapy
• Social Worker
• Speech Language Therapy

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Healthy Living II Audiology

• Hearing threshold screenings
• Speech in noise testing
• Hearing aid clean and checks
• Counseling

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Obtaining Hearing Thresholds
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Healthy Living IILow Vision Screening

• Screen for contrast sensitivity
• Refer to an eye care professional
• Discuss OT services available to increase
  independence in daily life activities

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Additional TableCare Giver Assessment

• Audiology
• Nursing
• Nutrition
• Occupational Therapy
• Physical Therapy
• Social Work
• Speech Language Therapy

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Additional TableGERD / Reflux

• Dental Hygiene
• Nursing
• Nutrition
• Speech Language Therapy

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Additional Table Mental Health and Memory
Assessment

• Nursing
• Occupational Therapy
• Social Work
• Speech Language Therapy

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Mental Health and Memory Assessment

• Standardized Assessment Instruments
• Mini-Mental Status Exam (MMSE)
• Geriatric Depression Rating Scale (GDRS)
• Alzheimers Quick Test

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Additional Table Elder Law School of Law

• Medicare Part D and Medicare Advantage
• Social Security and Pensions
• Medicare and Medicaid Planning,
• Guardianships
• Nursing Home Rights
• Elder Abuse
• Age Discrimination in Employment

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ASHA Standards for Knowledge and Skills
Acquisition for SLPs

• Standard III-C
• Knowledge of the principles and methods of
  prevention, assessment, and intervention for
  people with communication and swallowing
  disorders, including consideration of anatomical
  / physiological, acoustic, psychological,
  development, and linguistic and cultural
  correlates specific to articulation, fluency,
  voice, resonance, respiration, phonation,
  receptive and expressive language, hearing,
  swallowing, cognitive aspects of communication
  (attention, memory, sequencing, problem solving,
  executive functioning).

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ASHA Standards for Knowledge and Skills
Acquisition for SLPs

• Standard III-D
• Knowledge of nature of speech, language, hearing,
  and communication disorders and differences and
  swallowing disorders including etiologies,
  characteristics, anatomical / physiological,
  acoustic, psychological, developmental, and
  linguistic and cultural correlates of the
  disorders.

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ASHA Standards for Knowledge and Skills
Acquisition for SLPs

• Standard III-E
• Demonstrate knowledge of standards of ethical
  conduct
• Standard IV-A
• Must complete a curriculum of academic and
  clinical education that follows an appropriate
  sequence of learning sufficient to achieve the
  skills outcomes in Standard IV-G

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ASHA Standards for Knowledge and Skills
Acquisition for SLPs

• Standard IV-C
• Complete a minimum of 400 clock hours of
  supervised clinical experience in the practice of
  speech-language pathology. Twenty-five hours
  must be spent in clinical observation, and 375
  hours must be spent in direct client/patient
  contact.

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ASHA Standards for Knowledge and Skills
Acquisition for SLPs

• Standard IV-D
• At least 325 of the 400 clock hours must be
  completed while the applicant is engaged in
  graduate study in a program accredited in
  speech-language pathology by the Council on
  Academic Accreditation in Audiology and
  Speech-Language Pathology.

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ASHA Standards for Knowledge and Skills
Acquisition for SLPs

• Standard IV-E
• Supervision must be provided by individuals who
  hold the CCC in the appropriate area of practice.
  The amount of supervision must be appropriate to
  the students level of knowledge, experience, and
  competence. Supervision must be sufficient to
  ensure the welfare of the client/patient.

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ASHA Standards for Knowledge and Skills
Acquisition for SLPs

• Standard IV-F
• Supervised practicum must include experience with
  client/patient populations across the life span
  and from culturally / linguistically diverse
  backgrounds. Practicum must include experience
  with client/patient populations with various
  types and severities of communication and/or
  related disorders, differences, and disabilities.

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ASHA Standards for Knowledge and Skills
Acquisition for SLPs

• Standard IV-G
• The applicant for certification must complete a
  program of study that includes supervised
  clinical experiences sufficient in breadth and
  depth to achieve the following skills outcomes
  conduct screening and prevention procedures,
  select and administer appropriate evaluation
  procedures, refer clients/patients for
  appropriate services

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ASHA Standards for Knowledge and Skills
Acquisition for Au.D.

• Standard IV-B Foundations of Practice
• B2. Patient characteristics (e.g., age,
  demographics, cultural and linguistic diversity,
  medical history and status, cognitive status, and
  physical and sensory abilities) and how they
  relate to clinical services.
• B3. Educational, vocational, social, and
  psychological effects of hearing impairment and
  their impact on the development of a treatment
  program.
• B7. Normal processes of speech and language
  production and perception over the life span.
• B8. Normal aspects of auditory physiology and
  behavior over the life span.
• B17. Health care and educational delivery
  systems.
• B18. Ramifications of cultural diversity on
  professional practice.
• B19. Supervisory processes and procedures.

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ASHA Standards for Knowledge and Skills
Acquisition for Au.D.

• Standard IV-C Prevention and Identification
• C1. Interact effectively with patients,
  families, other appropriate individuals and
  professionals.
• C2. Prevent the onset and minimize the
  development of communication disorders.
• C3. Identify individuals at risk for hearing
  impairment.
• C4. Screen individuals for hearing impairment
  and disability/handicap using clinically
  appropriate and culturally sensitive screening
  measures.
• C5. Screen individuals for speech and language
  impairments and other factors affecting
  communication function using clinically
  appropriate and culturally sensitive screening
  measures.

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ASHA Standards for Knowledge and Skills
Acquisition for Au.D.

• Standard IV-D Evaluation
• D1. Interact effectively with patients,
  families, other appropriate individuals and
  professionals.
• D4. Perform an otoscopic examination.
• D5. Determine the need for cerumen removal.

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ASHA Standards for Knowledge and Skills
Acquisition for Au.D.

• Standard IV-E Treatment
• E1. Interact effectively with patients,
  families, other appropriate individuals, and
  professionals.
• E4. Counsel patients, families, and other
  appropriate individuals.
• E14. Serve as an advocate for patients,
  families, and other appropriate individuals.

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Service Evaluation
Very Useful Somewhat Useful
Not Useful
Osteoporosis 82 16 2 Cardiovascular
Health 85 15 0 Diabetes
Screening 70 27 3 Medication
Reviews 88 12 0 Oral Cancer
Screening 88 12 0 Balance and
Strength 78 20 2 Hearing 86 14
0 Healthy Living 86 14 0 Cholesterol
Screening 85 0 15
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Seniors Gain

• Age appropriate health care that honors cultural
  beliefs and values
• Information on how to successfully age by
  avoiding disease and related disabilities, by
  maintaining high physical and high mental
  functioning, and by actively engaging in life

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Students Gain

• Understanding of the role of different
  professionals in the care of elderly patients
• Patient symptoms and/or presenting complaints may
  be viewed differently depending on ones
  profession therefore, it is important to
  maintain an open dialogue with other healthcare
  professions in order to treat the whole
  patient.

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Students Gain

• Knowledge of the complex issues that the elderly
  face
• Knowledge of the importance of making appropriate
  referrals when needed

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Faculty Gain

• Experience working in interdisciplinary teams
• Understanding of the complexity of health issues
  faced by the elderly
• Professional friendships
• Appreciation of other professional viewpoints
• A sense of when to make referrals and to whom

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University Gains

• New college-community relationships which support
  entry level and advanced health care education
  for students
• A setting in which students can develop skills
  working with seniors and other professionals

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Community Gains

• Professionals who are prepared to meet the needs
  of rural, under-served, older populations.
• Improved access to general and mental health
  services for older adults in rural South Dakota
  and border communities.

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