Journal of Gerontological Nursing
Vol. 36 No. 7 July 2010
By Deanna Gray-Miceli, PhD, GNP-BC, CRNP, FAANP; Melissa Aselage, MSN, RN, FNP-BC; Mathy Mezey, EdD, RN, FAAN
ABSTRACT
Atypical presentation of illness is a phenomenon where “seeing is believing.” Expert geriatric nurses and clinicians know all too well the early signs and symptoms of this phenomenon, which frequently masquerades bacterial infections, pain, acute myocardial infarction, heart failure, or other serious medical ailments in older adults. Students, however, as novices to clinical practice, require interactive learning approaches to reflect on the patient’s illness presentations, help with developing the necessary skills to analyze and synthesize clinically relevant data, and witness resolution of an atypical presentation when found and treated. Use of a case study as an educational tool can facilitate critical thinking about a clinical problem, such as atypical presentation of illness, for students within a problem-based learning format. Furthermore, we highlight strategies for teaching students atypical presentation of illness with consideration of student learning preferences, which include visual, auditory, reading, and kinesthetic modes of learning.
ABOUT THE AUTHORS
Dr. Gray-Miceli is Associate Professor, Widener University, School of Nursing, Chester, Pennsylvania, and John A. Hartford Foundation Building Academic Geriatric Nursing Capacity (BAGNC) postdoctoral scholar, 2002-2004; Ms. Aselage is Lecturer, University of North Carolina-Wilmington, School of Nursing, Wilmington, North Carolina, 2009-2011 John A. Hartford Foundation BAGNC scholar, and a doctoral student, Medical University of South Carolina College of Nursing, Charleston, South Carolina; and Dr. Mezey is Professor Emerita, Senior Research Associate, and Director, Hartford Institute for Geriatric Nursing, New York University College of Nursing, New York, New York.
The authors disclose that they have no significant financial interests in any product or class of products discussed directly or indirectly in this activity.
This paper was partially funded through the John A. Hartford Foundation BAGNC scholar program.
Address correspondence to Deanna Gray-Miceli, PhD, GNP-BC, CRNP, FAANP, Associate Professor, Widener University, School of Nursing, 1 University Place, Chester, PA 19013; e-mail: dlgray-miceli@widener.edu.
Accepted: May 16, 2010
Posted: June 22, 2010
doi:10.3928/00989134-20100601-01
