Gerontological Nursing Certification (GERO-BC) study plan

Map the Domain 3 blueprint into a written topic checklist covering care coordination, pharmacologic management, non-pharmacologic management, safety, and palliative/end-of-life care

Explain age-related pharmacokinetic and pharmacodynamic changes, then apply them to at least 12 high-risk drug classes including anticoagulants, sedative-hypnotics, anticholinergics, sulfonylureas/insulin, diuretics, opioids, and NSAIDs

Construct a one-page high-alert medication reference table listing indication, geriatric-specific risk, and monitoring parameter for each class

Calculate estimated creatinine clearance and justify a deprescribing decision for 5 written case vignettes

Differentiate care-coordination models and define the distinct roles of each interdisciplinary team member across the care continuum

Distinguish palliative care from hospice care by eligibility, goals, and reimbursement structure

Sequence a 10-step transition-of-care plan for an older adult moving from skilled nursing facility to home, naming the responsible party at each step

Design a safety bundle addressing falls, delirium prevention, pressure injury, and appropriate use of restraints and alarms

Outline an end-of-life symptom management approach for pain, dyspnea, terminal secretions, and agitation, including opioid selection and titration principles

Perform and document all five geriatric assessment domains using standardized tools for function, cognition, psychosocial status, environment, and physical findings

Interpret screening scores on the Katz ADL, Lawton IADL, Mini-Cog, Mini-Mental State Examination, Geriatric Depression Scale, and PHQ-9, and state the threshold that triggers referral for each

Differentiate delirium, dementia, and depression using onset, course, fluctuation, and attention features across 10 written vignettes

Assess nutrition, incontinence, sensory impairment, and skin integrity risk using validated screening instruments

Complete 40 self-authored or instructor-provided Domain 2 items and log each error by subtopic and root cause

Compare the assessment-to-plan handoff responsibilities of physical therapy, occupational therapy, speech-language pathology, pharmacy, social work, and the geriatrician

Apply teach-back and shared decision-making techniques to explain assessment findings to an older adult with low health literacy

Identify two system-level barriers that degrade assessment quality and propose one quality metric for each

Apply the Plan-Do-Study-Act cycle and root cause analysis to a geriatric care problem, defining structure, process, and outcome measures

Describe nurse leadership behaviors, delegation rules, and scope-of-practice boundaries for the gerontological nurse in each care setting

Summarize the regulatory and accreditation requirements that govern geriatric care settings and their survey processes

Appraise a primary research article for validity and applicability to older adults, noting age-related exclusion criteria as a limitation

Explain how to advocate for a policy or resource change using data and interdisciplinary coalition building

Build a preventive screening and immunization grid by age band and functional status, aligning with current national recommendations for bone health, colorectal cancer, breast cancer, cervical cancer, hearing, vision, and vaccines

Apply motivational interviewing to a written chronic disease self-management scenario, demonstrating open questions, affirmations, reflections, and summaries

Compare care settings including home care, adult day, assisted living, Program of All-Inclusive Care for the Elderly, skilled nursing, and long-term care by eligibility and services delivered

Adapt patient education for low health literacy using plain-language and universal-precautions principles

Compare biologic and psychosocial aging theories and explain how each theory shapes nursing intervention choices

Interpret demographic trends and health-disparity data for older adults and describe their implications for access and equity

Apply the ethical principles of autonomy, beneficence, nonmaleficence, veracity, and justice to a written geriatric dilemma

Identify legal and regulatory mandates including elder mistreatment reporting, advance directives, guardianship, informed consent, and nurse practice act authority

Design one health-promotion outreach strategy targeted at an underserved older adult population

Complete two timed 100-item cumulative practice exams and record scores by domain

Remediate the three lowest-scoring subdomains using targeted review and a written re-teach of each concept

Synthesize the highest-yield content into a single condensed summary sheet for final review

Rehearse a test-day plan covering timing per item, flagging strategy, and management of fatigue