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Headnotes appear before the text of all cases found in West reporters (unless the case is a memorandum opinion).

The children of a resident in a long-term care facility approached the nurse because they believe their parent is being manipulated by a person who also lives in the facility. Their parent has a diagnosis of early-stage Alzheimer’s disease and various comorbidities that affect mobility and function. How should the care team appraise the parent’s decision-making capacity?  

Having completed a medication assessment and physical assessment of a new client, a home care nurse is now creating a client plan of care. What factor should the nurse prioritize in this process?  

An older adult is seen in the emergency department for a fall. The client has bruises on the upper arms and appears depressed. The client is accompanied by an adult grandchild, who is unkempt and glassy-eyed and whose breath smells of alcohol. Which action should be a priority with the nurse?  

Case Study: Use the following case to answer question in bold   Mrs. Wayne, a 75-year-old woman has been deteriorating physically and mentally over the course of this past year while staying with her daughter and son-in-law. The client is currently hospitalized with a broken ankle. The fracture occurred in the middle of the night when she woke up confused and tumbled down the stairs. Her daughter is afraid that her mother will need long-term care because she is unable to meet her mother’s multiple ongoing needs due to her work schedule and her children’s needs. Due to these concerns, Mrs. Wayne’s daughter makes an appointment with the charge nurse to discuss her mother’s options. During the appointment, she breaks down in tears as she talks about how badly nursing homes treat their elderly and voices her fear that no one will make sure her mother is treated well. She feels such guilt because she is considering placing her mother in a nursing home. The nurse realizes Mrs. Wayne recently fell down the stairs at night. What type of assessment should be conducted as part of the determination of whether the client should remain at home?

A nurse who works in an acute care facility recognizes the unique pharmacokinetics and pharmacodynamics that often occur in older adults.  Which of the following factors should the nurse consider when administering medications to older adults on this unit?

Case/Scenario 2: NEW SCENARIO Standards   Grade level: 6-8Subject area: world historyStandard: Understands how major religious and large-scale empires arose in the Mediterranean basin, China, and India from 500 B.C. to A.D. 300.Benchmarks: Understands the significant individuals and achievements of Roman society (e.g., the accomplishments of famous Roman citizens [Cincinnatus, the Gracchi, Cicero, Constantine, Nero, Marcus Auraleus] and the major legal, artistic, architectural, technological, and literary achievements of the Roman Republic). Objectives     1. TSW accurately compare and contrast the current American system of government at the national level and the system of government in Rome from about 510 to 264 B.C. using a graphic organizer. 2. Using a timeline, TSW identify several forms of government Ancient Rome experienced with 90% accuracy.   Materials   For this lesson, you will need: • History and government textbooks • Encyclopedias   Procedures   1. Because the terms republic and democracy have multiple meanings (some overlapping, some diametrically opposed), this lesson avoids both words and simply suggests that you ask students to write reports in which they compare and contrast the Roman system of government during the period 510-264 B.C. with the system of government currently in practice at the national level in the United States. 2. Provide context for students by explaining that in the years leading up to the period they are studying (that is, in the years leading up to 510 B.C.), the entity known to us as Rome was ruled by kings. Students’ assignment is to find out what system replaced the kings (and why) and how that system is similar to and different from the way the United States is governed today on the federal level. 3. Direct students to do research and take notes to help them define and otherwise explain the following terms related to the form of government in place in Rome during the period under examination: Citizen Plebeian Patrician Praetors (later called consuls) Senate Slave 4. Suggest that as students gain an understanding of each of the preceding terms regarding Rome, they prepare notes (from research if necessary) about whether there is a similar or different element present in the U.S. system today. 5. Once students have their two sets of notes ready, they will be ready to write a compare/contrast piece of writing. The teacher will teach or review the two options the students have for organizing their comparison-contrast piece of writing: The block method, in which the writer gives all the information about one item (one form of government) and then all the information about the other item (the other form of government) The alternating method, in which the writer focuses on one feature—say, the definition of who is a citizen—of each subject before going on to focus on another feature—say, the upper classes 6. Remind students to follow the writing process—prewriting, drafting, revising, and editing. Consider inserting an opportunity for peer editing after the drafting stage.   Discussion Questions for the lesson:   1. Consider Napoleon’s remark that “the story of Rome is the story of the world.” What do you think he meant by this? How is it that the “western world grew up in Rome’s shadow?” 2. Some might maintain that Rome’s ability to grow its empire began with its talent in planning its city. Discuss how features of the early city of Rome (such as the Forum, the Colosseum, and the aqueducts) served as symbols of the values espoused by the empire’s founding fathers. 3. The historian Livy believed that Rome could somehow alter its destiny of decadence and morbidity if its people could remember (and live by) the values that spawned the empire. Do you think such a redirection of a people is possible through this kind of education? 4. Explain how the Etruscans were like parents to the Romans—and, in turn, how the Romans were like revolting children. 5. In order to fully understand the magnitude of the Roman Empire, look at a current map of Europe and the neighboring regions of North Africa and the Middle East. Into how many countries is the former empire now divided? How many different currencies are now used? Discuss the challenges this great empire faced in organizing, growing, and protecting itself. 6. How did early Romans use the information gathered in the census to begin their republic? In what ways has our democracy evolved from these beginnings? In what ways has it deviated?   Assessment   The teacher will evaluate students’ comparison-contrast essays using the following three-point rubric: Three points: clear comparison-contrast organization with more than minimal number of features covered; coherent and unified paragraphs; error-free grammar, usage, and mechanicsTwo points: jumbled comparison-contrast organization with minimal number of features covered; coherent and unified paragraphs; some errors in grammar, usage, and mechanicsOne point: no discernible organization and inadequate coverage of features; paragraphs lacking coherence and unity; many errors in grammar, usage, and mechanics    The students have to define and explain various terms about Rome/Roman government. Other than comparing the terms to modern U.S. government, how could the teacher improve this activity to support the building of a better understanding of the new vocabulary words? (Do not say compare to another country – they have no context for that) (3 points) WHY? Justify your answer. Think about strategies you have examined that help with building vocabulary and understanding such as processing activities.

BONUS:(1 point) One of the following phrases does not belong.  Question 1: Which does not belong? Question 2: What does the concept not belong to represent (it is a characteristic of that concept)?  Phrases: Based on patterns of student need.  Individualized Instruction A synonym for group work Tracking or ability grouping 

Instructional Strategies You learned about various instructional strategies in this unit. Explain one strategy and how could use it to teach something (any content- American Revolution, course content you are learning now, etc.) (5 points) Be specific about the strategy and what has to be done to implement it with fidelity. 

When drawing blood samples, which of the following should be performed first?