Maintaining quality health, independence and function are focus areas of older adult clients. Geriatric care models have been created to offset healthcare costs associated with the overutilization of health services among older adults. Primary, secondary, and tertiary disease prevention and management are critical factors in reducing constraints on the healthcare system. Nurses serve many roles when caring for older adult clients including that of being a case manager to ensure safe care coordination and transition of care. Various community resources and services are available to help support older adults and their family’s health goals as they transition through various care settings.

Ageism continues to be a major concern in the care of older adults. Ageism greatly affects the quality and safety of care provisions. One must be aware of his or her own attitudes, stereotypes, and biases about ageism in caring for older adults. Care provisions of older adult clients require healthcare providers to have knowledge about legal and ethical standards when caring for older adults.

Reflect on the Past to Improve the Future
Appropriate learning involves not just the ingestion of material, but also a reflection on what has been learned. Current research in nursing education and nursing practice highlights the importance of engaging in thinking practices that promote reflective thinking. This type of thinking draws on personal and professional experiences, feelings, and emotions, explores personal growth, allows time for critical reflection on knowledge and experience, and increases self-understanding (Freed & Dorcas, 2013). It involves reflecting on our experiences and what we have learned with the intent of drawing insights to improve ourselves or our practice.
It is a good idea to make reflection a part of our everyday nursing practice because it makes us more mindful of the ways we think, feel, and respond to situations. As nurses, we should constantly be evaluating our actions, behaviors, responses, and decisions in practice (Jacobs, 2016).