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  1. University of Arkansas for Medical Sciences
  2. Arkansas Geriatric Education Collaborative
  3. Author: Chadley Uekman
  4. Page 3

Chadley Uekman

Drug-Induced Parkinsonism in Older Adults

UAMS logo

by Rachel Briggler, PharmD candidate and Lisa Hutchison, PharmD, FCCP, MPH, BCPS, BCGP
University of Arkansas for Medical Sciences (UAMS) College of Pharmacy

 

Drug-induced parkinsonism (DIP) is one of the most common non-vascular neurological disorders in older adults but tends to go undiagnosed due to the similarities with Parkinson’s Disease (PD).2-3 DIP is an acute movement disorder that is generally characterized by bilateral and symmetric movements with more bradykinesia (slowness of movement) and rigidity than those with PD. However, asymmetric movements are shown to occur in about 30% of cases.1,4

The presence of other movement disorders such as akathisia (feeling of restlessness and urgent need to move), orofacial dyskinesia (involuntary, repetitive movements of mouth, tongue, and face), or tardive dyskinesia (involuntary, repetitive movements of trunk and limbs) suggest that parkinsonism is more likely to be caused by a medication and not PD.2 Since there is significant overlap in their presentation, symptoms alone are not enough to distinguish DIP from PD 3

DIP is caused by the use of drugs or toxins that deplete the dopaminergic system. These drugs are often referred to as dopamine-blocking agents.4-5 Dopamine-blocking agents that block ³80% of central dopamine receptors will produce parkinsonism symptoms in almost all patients.4 The clinical diagnosis of parkinsonism requires that patients meet certain criteria in order to rule out other causes of the movement disorder. The criteria includes the presence of parkinsonism, no history of parkinsonism before use of the offending drug, onset of parkinsonism symptoms during the use of the offending drug, and no significant dopamine transporter (DAT) uptake in the striatum (DAT imaging is used for the differential diagnosis between DIP and PD).1

As patients age, dopamine cells and dopamine transporters decrease which in turn requires less dopamine receptor blockade to reach the threshold for parkinsonism. 2 This puts the patient at a higher risk of developing symptoms. Some other risk factors include female sex, genetic variants, preexisting movement disorders, and cigarette smoking which can increase the likelihood of developing drug-induced parkinsonism when taking certain medications.1,4-5 DIP usually develops between two weeks and one month following the introduction of a new medication or an increase in the dose1,3. Knowing some of the medications that have an increased likelihood of causing DIP can potentially decrease the amount of cases seen. Some of the medications known to cause DIP are:

  1. Typical Antipsychotics (the most common)
    1. Haloperidol
    2. Prochlorperazine
    3. Thioridazine
    4. Trifluoperazine
  2. Atypical Antipsychotics
    1. Aripiprazole
    2. Lurasidone
    3. Olanzapine
    4. Risperidone
    5. Ziprasidone
  3. Antiemetics/ Motility Agents
    1. Metoclopramide
    2. Prochlorperazine
  4. Antidepressants
    1. Citalopram
    2. Fluoxetine
    3. Fluvoxamine
    4. Paroxetine
    5. Sertraline

Drug-induced parkinsonism can have a major impact on daily living so treatment can be life changing. The best way to treat this condition is to discontinue the use of the offending drug. Most cases have complete resolution of symptoms after the drug is stopped, but there are cases when symptoms may persist for months.4 Generally, the symptoms subside within four months but there are instances when it takes longer.6 It is important to give an adequate amount of time between the discontinuation of the drug and determining if there is a potential for underlying PD or Lewy body Dementia.3,6 If symptoms persist for 36 months, then another diagnosis such as tardive dyskinesia or idiopathic PD should be considered.4

                Since older adults are at an increased risk of developing DIP, it is important that practitioners and pharmacists take the time to look at a patient’s medications in order to identify potential causative agents. Discontinuation, dose decrease, or a change in medication may be needed to reverse the symptoms.

 

 

References

  1. Shin HW, Chung SJ. Drug-induced parkinsonism. J Clin Neurol. 2012;8(1):15–21. doi:10.3988/jcn.2012.8.1.15
  2. Wyant J, Kara and Chou L, Kelvin. Drug-induced parkinsonism. In: Hurtig I, Howard, ed. UpToDate. Waltham, MA: UpToDate; 2019. www.uptodate.com. Accessed June 20, 2019.
  3. Pamela J and Stephen J., Williamson. Drug-Induced Parkinsonism In The Elderly. The Lancet. 2019;324:8411. Published 1984 Nov 10. Doi: 10.1016/S0140-6736(84)91516-2
  4. Mehta, S., Morgan, J. and Sethi, K. (2015). Drug-induced Movement Disorders. Elsevier, 33(1), pp.153-174. Available at: https://www.sciencedirect.com/science/article/pii/S0733861914000796 .
  5. Savica R, Grossardt BR, Bower JH, Ahlskog JE, Mielke MM, Rocca WA. Incidence and time trends of drug-induced parkinsonism: A 30-year population-based study. Mov Disord. 2017;32(2):227–234. doi:10.1002/mds.26839
  6. Brandt J., Nicole. Detecting Drug-Induced Parkinsonism. Aging Well. 2010; 3(3): 24. http://www.todaysgeriatricmedicine.com/archive/082510p24.shtml. Accessed June 20, 2019.

Filed Under: AGEC, UAMS

Involving Students in Holistic Wellness for Seniors

UCA logo

By Alicia S. Landry, PhD, RDN, LDN, SNS
Lydia Sartain, MS, RD, LD, CDE
Nina Roofe, PhD, RDN, LDN, FAND, CNWE

College of Health and Behavioral Sciences, University of Central Arkansas

 

Making the aging process fulfilling and enjoyable should be the goal of healthcare providers working with older adults. While indicators of wellness have been assessed to see how they may interrelate in aging, there is still some work to be done to get the message out that holistic wellness in older adults can positively impact quality of life. For example, in patients diagnosed with Parkinson’s and Alzheimer’s disease, declines in functional status have been related to declines in cognition1. In frail and cognitively impaired elderly people, strength and balance training showed improvements in functional and cognitive abilities2. Finally, older adults who report social isolation, also show delayed recovery of systolic blood pressure in response to stress3. A focus on holistic health and wellness in the senior population is a complex, yet much-needed objective.

In order to approach aging holistically, there are a few key recommendations healthcare providers can encourage older adults to do:

  1. Stay active and engaged in social relationships
  2. Spend time mentoring others
  3. Eat a healthy diet
  4. Exercise body and mind
  5. Find healthcare providers they trust

With these in mind, faculty at the University of Central Arkansas (UCA) developed an interprofessional learning opportunity for students and local older adults. Through our ongoing partnership with Faulkner County Center on Aging, we were able to enhance our theme meal by involving students from nutrition and dietetics, interior design, and family and consumer sciences (FACS) education. The goal was to provide a service to the elderly participants  while encouraging interprofessional interactions outside of the classroom environment. The theme meal encouraged all the students to assess quickly and think critically during the event, a valuable skill for their future careers.

FACS majors who needed to assess growth and development milestones asked participants to bring in grandchildren. Interior design students observed the building and activities to work with mobility and design issues, then make recommendations. Nutrition students developed and produced a healthy, safe meal with any leftovers going to homebound seniors. The student-produced menu was based on the theme, A Night at the Drive-In, and included grilled hamburgers, oven roasted potatoes, tossed salad, ambrosia salad, and chocolate chip cookies.

The theme meal was successful, and students learned valuable lessons, including planning, organizing, budgeting, and ensuring customer satisfaction. Students also had the opportunity to develop higher level skills, including effective management and decision making. The interprofessional aspect provided students the opportunity to learn textbook concepts while interacting with others to meet numerous objectives for their classes.

Student reflections included quotes like:

“During the theme meal project I learned how to better work with others and share ideas to come up with one main idea. This helped me learn how to come up with the main idea collaboratively and emphasized the importance of communication. This can be applied to learning because it is important to listen to other ideas and consider what is the best one and maybe even putting more than one idea together to find the best outcome. Part of learning is collaborating with others and being willing to put your idea aside if someone has a better one.”

“Accountability is an interesting subject we covered this semester. I honestly thought we would have a problem with someone not doing their part for the theme meal. I was so wrong! I was so proud of how responsible every single person was the day of the theme meal. Everyone arrived on time and did the part they were assigned. There was no withdrawal, aggression, regression, or projection. The reason why I thought back to this topic is that I experience problems with accountability from my staff at work. I guess I assumed that more college students act like this than I thought, and is why I was worried about it from our class. I am so pleased with the maturity of our class’s theme meal. Everyone was accountable for a task and completed it with no complaints”.

“I would have liked to spend more time talking to those who  frequent the center in order to get a better understanding of what a normal day looks like to them.”

“My favorite thing was seeing all of the seniors enjoy the theme of the meal and the meal itself. I think that this theme was great because it was something everyone, despite many differences, could enjoy!”

After evaluating student reflections and surveys from the meal participants, we began to consider other ways in which holistic senior wellness could be addressed. Our search led us to consider a fascinating study done to assess seniors’ wellness using e-health applications4. These researchers used technology to ask seniors questions, look at physical and functional health, as well as spend time with them in an assisted living facility. The takeaway message was that this method provided immediate feedback and education opportunities to promote holistic well-being in seniors. In future collaborations, we would like to integrate technology applications to assess cognitive performance, physiological and functional variables, as well as other components of wellness like social and financial aspects. With these added components, healthcare providers in communication and speech, psychology and counseling, health education, physical and occupational therapy, as well as kinesiology could be seamlessly integrated into a community preventative health model that is beneficial and scalable. Using something like a theme meal to get students serving in our community has been a fantastic way to introduce them to interprofessional care as well as teach critical components in our disciplines. Getting students involved in interprofessional discussions and regularly assessing the domains of wellness alongside senior adults could redefine holistic wellness in aging.

 

 

 

  1. Stella F, Banzato CEM, Quagliato EMAB, Viana MA, Christofoletti G. Dementia and functional decline in patients with Parkinson’s disease. Dement Neuropsychol. 2008;2(2):96–101. doi:10.1590/S1980-57642009DN20200004
  2. Dorner T, Kranz A, Zettl-Wiedner K, Ludwig C, Rieder A, Gisinger C. The effect of structured strength and balance training on cognitive function in frail, cognitive impaired elderly long-term care residents. Aging Clin Exp Res. 2007 Oct;19(5):400-5.PMID: 18007119
  3. Xia N, Li H. Loneliness, Social Isolation, and Cardiovascular Health. Antioxid Redox Signal. 2018;28(9):837–851. doi:10.1089/ars.2017.7312
  4. Thompson HJ, Demiris G, Rue T, et al. A Holistic approach to assess older adults’ wellness using e-health technologies. Telemed J E Health. 2011;17(10):794–800. doi:10.1089/tmj.2011.0059

 

Filed Under: AGEC, University of Central Arkansas

Ways to improve health in your geriatric patients

Arkansas State University

By Dalton Smith, ATC, 1st Year SPT
College of Nursing and Health Professions 
Arkansas State University

 

In 2015 the world population of adults over the age of 60 was at 900 million but by 2050 that number is projected to be at 2 billion1! With this we should expect our patient population demographics to shift towards these older adults, and with it our treatment strategies. The World Health Organization defines health as “a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity”2.  Older adults are plagued with added stressors that accompany aging such as losing mental capacities and a decrease in functional ability. This leads to isolation, loneliness or even psychological distress and then add chronic illness or acute injuries and you’ve got the formula for a health disaster.

Healthy people 2020 objectives identify multiple areas to improve older adult health as a priority. But are we doing the best we can to help? Over the next few decades we will see these cases more and more. According to the CDC, Arkansans 50 years and over are among the leaders in the nation who report they rarely or never receive the social support they need3. So, the question is how can our healthcare professionals have a positive impact on health in our older patient population?

The first thing that can be done to help is to listen to our patients. Many of us know already that our patients want to talk about their lives, but did you know that adequate emotional and social support is associated with a reduced risk of mental illness, physical illness and mortality4? So talk to your patients, actually listen and support them. This is a very easy, yet effective, way to have a positive influence on your patients.

Another way to help is to offer encouragement! Encourage them to eat healthy diets, get involved in their community and get at least 30 minutes of physical activity a day. Studies have shown that having better physical health has a large effect on mental health and having better mental health has a stronger effect on current physical health5. Therefore encouraging older adults and providing resources about the importance of physical health will have a positive effect on their overall health.

Sometimes a little education is all that is needed. Many patients aren’t aware of the resources they have access to. Here are some things you can educate them about:

  • For patients interested in becoming more physically active, there are many locations that offer Silver Sneaker6 programs throughout the state.
  • Maybe they want to become more involved in the community but don’t know how. There are many opportunities to be found on volunteerar.org7 that they could explore or you could recommend based on their interests.
  • If transportation is an issue, there are services throughout the state that could help get them to and from healthcare visits.
  • Using ChooseMyPlate.org9 or referring to a registered dietitian, you would be able to give them the information they need to start them on a path toward a healthy diet. And AGEC offers a diabetes empowerment education program10 that is extremely beneficial to older patients living with diabetes.
  • There is an abundant amount of resources available to older adults in Arkansas ranging from abuse hotlines to foster grandparent programs. They can be found on humanservices.arkansas.gov11 or even on the AGEC website under free community programs10.

At the end of the day it’s about finding ways to help people. Sure, we can inform them that eating well, participating in regular physical activity and not using tobacco will increase their well-being, but through listening we offer the support our patients need and can direct them to additional resources.

 

  1. WHO (2019). Mental health of older adults. Available at: https://www.who.int/news-room/fact-sheets/detail/mental-health-of-older-adults .
  2. World Health Organization (1948). Constitution of the World Health Organization. Available at: http://www.who.int/governance/eb/who_constitution_en.pdf (Accessed 17 Jul. 2019).
  3. Centers for Disease Control and Prevention and National Association of Chronic Disease Directors. The State of Mental Health and Aging in America Issue Brief 1: What Do the Data Tell Us? Atlanta, GA: National Association of Chronic Disease Directors; 2008.
  4. Strine TW, Chapman DP, Balluz L, Mokdad AH (2008). Health-related quality of life and health behaviors by social and emotional support: Their relevance to psychiatry and medicine. Soc Psychiatry Psychiatr Epidemiol 43:151-159.
  5. Ohrnberger J, Fichera E, Sutton M. The dynamics of physical and mental health in the older population. J Econ Ageing. 2017;9:52–62. doi:10.1016/j.jeoa.2016.07.002
  6. https://tools.silversneakers.com/LocationSearch
  7. https://www.volunteerar.org/organization
  8. https://www.care.com/c/stories/5841/arkansas-transportation-resources/
  9. https://www.choosemyplate.gov/older-adults
  10. https://agec.uams.edu/communityprograms/
  11. https://humanservices.arkansas.gov/programs-services/services-by-group/senior

Filed Under: AGEC, Arkansas State University

UAMS Arkansas Geriatric Education Collaborative Awarded $3.7 Million

UAMS Arkansas Geriatric Education Collaborative Awarded $3.7 Million by Health Resources and Services Administration

Filed Under: News

AGEC Geriatric Student Scholar – Samantha’s Blog

About this Blog:  AGEC Geriatric Student Scholars provide a first hand account of their experience as a Geriatric Student Scholar at the UAMS Arkansas Geriatric Education Collaborative. 

UAMS AGEC Geriatric Student Scholar

My name is Samantha Pennington, and I am a 2019 Geriatric Student Scholar for the UAMS Arkansas Geriatric Education Collaborative (AGEC). I am from the small town of Poyen, Arkansas. In 2016, I graduated from Henderson State University with a Bachelor of Science in biology and a minor in chemistry. Currently, I am a third-year pharmacy student at the UAMS College of Pharmacy. I work at Community Care RX Pharmacy in Malvern, AR and Arkansas Children’s Hospital in Little Rock, AR.

I have always loved the geriatric population. I have been blessed with awesome grandparents and elders in my life! Older adults are complex patients with many aspects of care to consider. When I graduate, I hope to be a resource that geriatric patients in my community can turn to. To learn to better care for this population, I enrolled in a Geriatric Therapeutics course with Dr. Lisa Hutchison last semester. We helped lead a Medicare Part D clinic at the UAMS Donald W. Reynolds Institute on Aging. During this clinic, we met with geriatric patients and helped them to choose the best insurance plan option. We also participated in an “Adopt-A-Patient” assignment and were given a patient to follow throughout the semester. My partner and I went to our patient’s house to visit with her three to four times over the semester. We were able to get to know her and her family. She told us about her life story, shared lessons she learned through the years, and always made us laugh. I thoroughly enjoyed sharing time with my patient. We discussed her medical conditions, therapy, and even quizzed her on her medications. She was a great sport and allowed us to perform physical assessments and mental state examinations. This course expanded my interest in this population and helped me to discover that I love the field of geriatrics!

Since January, I have had the pleasure of attending two academic Geriatric Grand Round presentations and participating in three community events. The grand rounds were “Treatment for Alzheimer’s Disease “Inside & Outside the Box” and “To Urinate or Not to Urinate: That is the Problem.” The community events were Hope for the Future Caregiver Workshop, Diabetes Empowerment Education Program, and Alzheimer’s Experience: Take a Walk in Their Shoes. All of these events helped to expand my knowledge of common geriatric conditions and disease states. It is so important for health professionals to learn how to provide appropriate care for the geriatric population. There are many aspects to consider, from complex disease states to geriatric syndromes such as delirium, polypharmacy, and malnutrition. Health care providers must learn how to manage these disease states, while also considering the pharmacokinetics/pharmacodynamics of treatment. It is also important to be able to break-down complex concepts to each patient so that they can provide the best care for themselves. I have enjoyed learning about this population and having the opportunity to meet some great patients. I can’t wait to learn more as I continue throughout my pharmacy school education!

About the program: The purpose of the Student Scholars program (sponsored by AGEC) is to increase health professions students’ interest and exposure to older adults, to improve knowledge of older adults and the specialized care they need and to promote interprofessional collaboration among health professions students. Click here to learn more about the AGEC Geriatric Student Scholar Program.

 

Filed Under: News

Director of the UAMS Arkansas Geriatric Education Collaborative

RM

Robin McAtee, Ph.D. is an assistant professor and director of the Arkansas Geriatric Education Collaborative in the UAMS College of Medicine Department of Geriatrics.
Dr. Robin McAtee is the Primary Investigator and Project Director of the UAMS Arkansas Geriatric Education Collaborative, a Geriatric Workforce Enhancement Grant from the Health Resources and Services Administration Health Services.   She has been focused in geriatrics for the past 20 years. She has worked extensively with national foundations and federal agencies to bring in almost $20 M for caregiver and geriatric focused training in Arkansas.

 

Filed Under: AGEC, UAMS

Suicide Prevention in the Older Adult Population

Arkansas State University

By Alex Henry, BS-CD & Hannah Speer, OTD/S
College of Nursing and Health Professions
Arkansas State University

 

Every day 10,000 people turn 65 years old (Heimlich & Heimlich, 2014). Because of this, the elderly adult population is increasing rapidly. Of this elderly population, 40% will need some form of long term care whether it be an assisted living facility or a nursing home (Mezuk, Lohman, Leslie, & Powell, 2015). The rapid growth of this cohort makes one percent of elderly adults who commit suicide extremely alarming (Mills, Gallimore, Watts, & Hemphill, 2016). Adults 65 years and older, specifically men, have a suicide rate of 30 per 100,000 (Mezuk, Lohman, Leslie, & Powell, 2015). Forma et al. (2017) found that of elderly adults who committed suicide, 70% had been admitted to the hospital within the last two years. Of the 70% who committed suicide, 36.8% had been discharged from the hospital within the previous month. There are many factors to consider in looking at suicide in the elderly population. The elements can be as personal as social isolation, feeling like a burden to the family, depression as well as facility issues such as high staff turnover and the number of beds (Mezuk, Lohman, Leslie, & Powell, 2015). This significant number of factors coincides with an alarming rate of suicide in the elderly population. These factors should be taken into consideration by the facility staff both in the hospital and in long term care facilities. Staff, especially nurses, should be educated to identify risk factors of depression and suicide and to monitor the mental health of the patients.

A research study conducted by Mospan, Hess, Blackwelder, Grover, & Dula (2017) recognized the role of the primary care provider in taking properly monitoring patients at risk for suicide. The researchers found that nurses rarely used their knowledge of suicide prevention (p. 537). They suggested an educational intervention which provided a variety of online, live, and asynchronous learning activities (for example) to help bridge the gap. Cheryl et al. (2013) conducted a study involving the competencies for educating advanced practice and general psychiatric mental health nurses. The researchers found that there are no standard competencies for teaching or assessing suicide risk.  However, the American Psychiatric Nurses Association’s position on this topic is that it is the individual nurse’s responsibility to complete research for his or her evidence-based practice to treat patients with mental illness (Cheryl et al., 2013). Based on these studies, student nurses and nurses already in the field should both be able to detect signs of suicide in their elderly patients and to learn about suicide prevention. All facility staff, nurses especially, should take the initiative in developing their skills to understand the risk of suicide in their patients better.

 

 

 

References

Mospan, C., Hess, R., Blackwelder, R., Grover, S., & Dula, C. (2017). A two-year review of suicide ideation assessments among medical, nursing, and pharmacy students. Journal of Interprofessional Care, 31(4), 537-539.  doi: 10.1080/13561820.2017.1301900

Cheryl, P., Janet, Y., Barbara, L., Pamela, G., Eric, A., & Deborah, H. (2013). Competency-based training for PMH nurse generalists: Inpatient intervention and prevention of suicide. Journal of the American Psychiatric Nurses Association, (4), 205. Retrieved from https://doi.org/10.1177/1078390313496275

Heimlich, R., & Heimlich, R. (2014, February 07). Baby boomers retire. Retrieved from http://www.pewresearch.org/fact-tank/2010/12/29/baby-boomers-retire/

Forma, L., Aaltonen, M., Pulkki, J., Raitanen, J., Rissanen, P., & Jylha, M. (2017). Care service use in 2 years preceding suicide among older adults: Comparison with those who died a natural death and those who lived longer. European Journal of Ageing, 2, 143. Retrieved from https://doi.org/10.1007/s10433-016-0397-9

Mills, P. D., Gallimore, B. I., Watts, B. V., & Hemphill, R. R. (2016). Suicide attempts and completions in Veterans Affairs nursing home care units and long-term care facilities: a review of root-cause analysis reports. International Journal of Geriatric Psychiatry, 31(5), 518. Retrieved from https://ezproxy.library.astate.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=114190206&site=eds-live&scope=site

Mezuk, B., Lohman, M., Leslie, M., & Powell, V. (2015). Suicide risk in nursing homes and assisted living facilities: 2003-2011. American Journal of Public Health, 105(7), 1495–1502. https://doi.org/10.2105/AJPH.2015.302573

World Health Organization. (2014). Preventing suicide: A global imperative. Retrieved from https://apps.who.int/iris/bitstream/handle/10665/131056/9789241564779_eng.pdf;jsessionid=61FB77728ABF43079DC58810EFB7F8B0?sequence=1

Filed Under: AGEC, Arkansas State University

Communicating with patients. What is the best strategy?

UCA logo

By Jacquie Rainey, DrPH, MCHES
College of Health and Behavioral Sciences,
University of Central Arkansas

 

Effective communication with patients is integral to a patient and family-centered approach to care. Effective communication contains elements such as establishing rapport, gaining trust, determining readiness to learn (change), considering the patient’s perspective and asking the right questions. The question is: How we do this in the limited amount of time we have to see a patient? Techniques talked about often involve paying attention to the patient’s concerns, asking them about their motivations, talking about their fears, and listening carefully to their concerns and core beliefs. Two approaches to communication that have gained popularity are motivational interviewing (MI),1 and  health literacy.


Motivational Interviewing

Motivational interviewing is a communication method that can aid in the development of the patient-provider relationship and thus enhance adherence to medical regimens and behavior change, as well as increase patient satisfaction. Motivational interviewing has been defined as “.. a collaborative, person-centered form of guiding to elicit and strengthen motivation for change.” 2

MI has been described as a complex set of client-centered skills of reflective listening and not a technique that can be learned from a few hours of training. It involves the use of specific communication strategies that are designed to get to the heart of a person’s motivation to change. Miller and Rollnick believe that some clinicians may intuitively practice elements of MI. The use of ‘guiding’ someone to a decision when they are dealing with a problem is a mix of asking, listening and providing information. This type of communication is a common practice among many clinicians. However, MI is true reflective listening in the face of ambivalence from the patient or even irrational and contradictory motives. The purpose of MI is to help the patient recognize their own thoughts and goals and facilitate change. It is a true collaboration between the patient and the provider. The provider uses interviewing to draw out the patient’s ideas and motivations rather than telling them what they should do, and thus empowering the individual to take responsibility for their actions. MI has shown to be effective with older adults in influencing change related to weight loss, medication management and exercise.3 Although MI has a lot to offer in effective patient communication, most healthcare providers are not effectively trained in this technique and do not have enough time with the patient to appropriately employ this method.


Health Literacy

Other suggestions for effectively communicating with patients come from the field of Health Literacy. Health Literacy involves communicating with a patient in a manner that ensures the patient understands and is able to utilize the information provided to make an informed decision. Teach back is one technique that requires the healthcare provider to listen to the patient explain their understanding of the desired action or information. If the patient can’t explain the desired action then the provider attempts to convey the message in another way. The Ask Me 3 approach from Health Literacy requires the patient to ask the healthcare provider three questions: What is my main problem? What do I need to do? Why is it important for me to do this? These are all very important questions but they are clinician-centered rather than patient-centered. The questions may lead to more knowledge and understanding but they do not encourage shared decision making and goal setting and thus patient empowerment. 4


Effective Listening

Effective listening is often described as a lost art in medicine. In one study, family practice and internal medicine residents spent an average of 12 seconds letting the patient speak before interrupting them during primary care visits, often interrupting before the patient had finished explaining an issue.5

To be an effective advocate for the patient and partner in their healthcare the provider needs to find out who the patient really is, where they are in their healthcare, and how they want to proceed. Ronald Epstein M.D. discusses healthcare providers being present in the moment when communicating with patients in his book Attending: Medicine, Mindfulness and Humanity. He describes being present as listening deeply, without interruption, judgement or preconceptions..6 The provider needs to learn whether the patient understands the diagnosis and also the patient’s perspective of her health status and options.

Suneel Dhand believes the one question doctors utilize the least is asking the patient, “What are your goals?” This question gets at what the patient would like to see as an outcome of the encounter. It is particularly important to ask this of older adults who may be dealing with multiple health challenges. It elicits the patient’s expectations for their care and shows that the provider cares about them and their health. It engages the patient in their own healthcare and fosters the patient-provider relationship.7

The core element of MI, health literacy and effective patient education/communication is listening. By exploring the patient’s goals and values and determining what they want from their care, the provider can determine if the desired behavior or treatment fits in with the person’s values. Does the behavior change or healthcare plan help to accomplish an important goal or does it interfere with the goal?

Questions that could be used to help elicit goals are:

What specifically would you like to work on to manage your condition?

How important do you think it is to manage/treat your condition?

What is the most important thing for you to accomplish with your care?

Then just listen………

Markides states, “We don’t have to talk all of the time. When someone tell us her problem we healthcare professionals tend to want to give her a solution or say something to cheer her up because we feel uncomfortable watching her suffering. That’s not always the right thing to do. There are times that we need to learn to say nothing and just listen to the other person.”8

 

 

  1. Martin, L. Communicating with patients. Medline Plus, US. National Library of Medicine. https://medlineplus.gov/ency/patientinstructions/000456.htm review date 11/20/17. Accessed March 1, 2019.
  2. Miller WR, Rollnick S. Ten things that motivational interviewing is not. Behavioural and Cognitive Psychotherapy, 2009; 37, 129-140.
  3. Beagley D, Bonifas R. Motivational interviewing with older adults. Eder care: a resource for interprofessional providers. University of Arizona College of Medicine Tucson; 2016.
  4. Beyond AskMe3. http://www.ihi.org/education/Documents/ProgramMaterials/CDCMillionHeartsBloodPressureProject/BeyondAskMe3.pdf. Accessed March 1, 2019.
  5. Rhoades DR, McFarland KF, Finch WH, Johnson AO. Speaking and interruptions during primary care office visits. Family Medicine.2001;33(7,) 528-32.
  6. Mindful Practice. http://www.ronaldepstein.com/mindful-practice. Accessed March 1, 2019.
  7. The simple powerful question doctors should ask their patients. https://www.kevinmd.com/blog/2018/07/the-simple-powerful-question-doctors-should-ask-their-patients.html. Accessed March 1, 2019.
  8. Markides M. The importance of good communication between patient and health professionals. Journal of Pediatric Hematology Oncology. 2011;33, S123-S125.

Filed Under: AGEC, University of Central Arkansas

Behavioral problems in dementia

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By Priya Priyambada, MD
AGEC Geriatric Fellow
Assistant Professor, College of Medicine Geriatrics
University of Arkansas for Medical Sciences

 

The elderly population is the fastest growing cohort of people in the United States. The number of Americans 65 and older is approximately 46 million presently but this number is projected to double by 2060, comprising 24% of the U.S. population. As dementia is a disease of elderly people, prevalence of dementia continues to rise with this shift in the population dynamics. According to the Alzheimer’s Association, there were 5.7 million people with dementia in the United States in 2018.

As dementia progresses, in addition to the problems with physical health, behavioral disturbances become more frequent. Studies have shown that up to 80% of the patients with dementia may suffer from behavioral disorders and these continue to worsen with the progression of dementia.

The behavioral disturbances are broadly categorized into mood disorders, psychotic disorders, sleep problems, agitation or aggression and disinhibition. These neuropsychiatric symptoms lead to functional impairment in patients with dementia resulting in premature nursing home placement.

Common mood disorders include anxiety, depression and mania. Depressive symptoms often occur early in dementia when patients still have some insight and are either aware of their decline or have been diagnosed as having dementia. The diagnosis of dementia can be frightening for the patient and symptoms can range from sadness and tearfulness to a total lack of interest in activities and apathy. There may be neglect in self-care activities such as grooming, feeding and reduced socialization. Patients with dementia should be screened for depression and appropriate treatment should be started. Careful attention should be given to the side effects and interactions of anti-depressants with the medications the patient is already taking. Patient can also have irritability and impulsivity leading to agitation and aggressive behavior which can endanger the patients as well as caregivers. In many cases behavioral symptoms can occur concomitantly with evidence of paranoia or delusional thinking or hallucinations which are termed as “psychotic” symptoms. Behavioral symptoms with features of hyperactivity, mood lability, disinhibition and grandiose belief can occur occasionally that resemble manic episodes associated with bipolar affective disorder. When it is unclear if the neuropsychiatric symptoms are related to dementia or when other strategies of non-pharmacological management are needed, a referral to a neuropsychologist is highly recommended. Neuropsychologists can provide counseling for the patient and well as caregivers.

As people age, sleep generally becomes lighter and more fragmented causing frequent arousals and awakenings during the night. Changes in sleep patterns can worsen with dementia leading to insomnia, reversal of sleep awake cycle or hypersomnia. Sleep also becomes more disorganized during acute illness and during hospitalization. Following good sleep hygiene and being physically active during daytime is helpful for a good night’s sleep. Non-sedating medications like melatonin are preferred if pharmacological intervention is required.

Behavioral disturbances can have significant impact on the wellbeing and quality of life of patients and caregivers. The worsening of behavior in individuals with dementia is the leading cause of caregiver stress, repeated hospitalizations, increased utilization of health care facilities, nursing home placements, and ultimately increased economic burden for the family and society. Neuropsychiatric symptoms described above may also be the first indication of dementia even before cognitive decline is recognized.

Although behavioral disturbances can accompany dementia, whenever there is an abrupt change in dementia, it is termed an acute change in mental status or delirium. Delirium can occur in any older adult who is severely ill. However it occurs frequently in patients with dementia even with minor illness and is called delirium superimposed on dementia. Delirium requires rapid clinical evaluation with laboratory tests and often requires hospitalization. A patient with delirium can appear agitated (hyperactive delirium) or quiet and depressed (hypoactive delirium). The common and treatable causes of delirium, both hyperactive or hypoactive, include acute illness like urinary tract infections, respiratory infections, metabolic abnormalities or the side effects of medications. It is important to diagnose delirium and not mistake it for worsening dementia because unlike dementia, delirium is quite reversible with appropriate treatment of the underlying cause.

Some behavioral disturbances are inevitable with worsening of dementia, and measures should be taken to provide education on dementia to family members, close friends, nursing staff, social workers, geriatricians and other healthcare providers and ensure a good support system. As the causes of behavioral disturbances are multifactorial, management should be comprehensive and multidisciplinary. Non-pharmacological interventions should always be used as first-line treatment in the management of behavior symptoms in dementia. The important non-pharmacologic measures are listed below:

  1. Evaluation and treatment of underlying medical conditions: reversible and common causes like pneumonia, urinary tract infections, other systemic infections; fever; dehydration; electrolyte disturbances; thyroid disorders; hypo- and hyperglycemia should always be considered in the evaluation of the behavioral disturbances. Prompt treatment of these conditions is rewarding, can avoid hospitalizations or reduce the length of stay and should always be the priority in the care of people with dementia.
  2. Review of medications: it is very crucial to review medication history in detail. Use of medications that affect the central nervous system and withdrawal from medications with addictive potential can lead to behavioral disturbances. Avoiding medications like benzodiazepines, antihistamines, anticholinergics (atropine, benztropine, scopolamine) and opioids are the cornerstone for the management of behavioral disturbances. It is important to ask and counsel patients and caregivers about alcohol use and over-the-counter medications for insomnia, allergies or cough that might aggravate behavioral issues.
  3. Pain management: pain is an important source of behavioral disturbances in patients with dementia. There should be good balance between adequate pain management and avoiding opioids. Chronic pain should be managed with non-pharmacological measures like physical therapy and with non-opioids like acetaminophen.
  4. Miscellaneous: other nonpharmacological interventions like orientation of day and night with blinds up during the day and lights switched off at night time, minimizing noise and disturbances at night-time, ensuring presence of family member(s) at bedtime as much as possible especially at night time, ensuring adequate sleep at night, avoiding arguments with the patients. Restrains are commonly used specially in hospitals and nursing homes when these patients develop agitation or aggression. However, using restraints is not good practice and the agitation gets worse with restraints and these should be avoided.

The non-pharmacologic therapies like aromatherapy, exercise training, music, art, pet therapy and caregiver education have also demonstrated some benefit for the behavior symptoms.

Pharmacologic treatment of behavioral disturbances in dementia is of limited efficacy. It should be used only after environmental and non-pharmacologic interventions have been implemented and tried.

Anti-dementia medications like cholinesterase inhibitors may have additional benefit for cognition and function and hence can be used for patients with neuropsychiatric symptoms and mild to moderate dementia. Patient with behavior disturbances secondary to Lewy body dementia may also receive benefit from acetylcholinesterase inhibitors.

Antidepressants should be considered in patients with dementia who are experiencing mood symptoms like anxiety, depression, resulting in significant distress or functional impairment. Serotonin receptor uptake inhibitors have been a preferred choice for their favorable adverse-event profiles. Studies have demonstrated the efficacy of sertraline and citalopram versus placebo.

If the non-pharmacological measures are unsuccessful for the neuropsychiatric symptoms in dementia, particularly psychosis, and if there is imminent danger to patient or caregiver due to agitation and aggression, antipsychotics might be needed. Both first and second generation antipsychotics have been identified with increased mortality and adverse-events. Evaluation of the cardiac rhythm and electrolytes needs to be performed at the commencement of these medications and at regular intervals thereafter. Therefore these medications should always be used short-term when possible, with regular reassessments of risks and benefits.

In brief, behavioral disturbances in dementia can be quite challenging and the role of education and support cannot be over-emphasized. A multidisplinary approach with geriatric focused healthcare providers, including neuropsychologists, nurse educators, pharmacists and social workers might provide the greatest benefit for the patient and caregiver dyad and improve their quality of life.

 

 

 

References

  1. Alzheimer’s Association, 2018
  2. Eastwood R., Reisberg B. Mood and behaviors. In: Gauthier S, ed. Clinical Diagnosis and Management of Alzheimer’s Disease. London, UK: Martin Dunitz; 1996;XX:175–190
  3. Mega MS, Cummings JL, Fiorello T, Gornbein J. The spectrum of behavioral changes in Alzheimer’s disease. Neurology. 1996 Jan; 46(1):130-5.
  4. Teri L., Borson S., Kiyak A., et al. Behavioral disturbance, cognitive dysfunction and functional skill: prevalence and relationship in Alzheimer’s disease
  1. Geriatrics at your Fingertips, 17th edition, New York, American Geriatric Society 2015

Filed Under: AGEC, UAMS

Melatonin Prophylaxis for Delirium

UAMS logo

by Sathyanand Kumaran, MFSc, MS, PharmD and Lisa Hutchison, PharmD, FCCP, MPH, BCPS, BCGP
University of Arkansas for Medical Sciences (UAMS) College of Pharmacy

 

Delirium is a common clinical syndrome characterized by inattention and acute cognitive dysfunction and manifests clinically with a wide range of neuropsychiatric abnormalities. 1 It can occur at any age, but it occurs more commonly in patients who are elderly and have a previously compromised mental status. One of the common features associated with delirium is disturbances of sleep. 2 Disturbances in the sleep-wake cycle observed in delirium include daytime sleepiness, nighttime agitation, and disturbances in sleep continuity. In some cases, complete reversal of the night-day sleep-wake cycle or fragmentation of the circadian sleep-wake pattern can occur. Pharmacological treatment for delirium after non-pharmacologic measures have failed includes antipsychotics such as haloperidol, risperidone, olanzapine and quetiapine. 1 However, the antipsychotic medications have several side effects including prolonged QT intervals, extrapyramidal symptoms, and increased risk of fatal cardiovascular incidents. 3

The pathophysiology of delirium is still unclear. 4 Multiple inflammatory and cholinergic pathways are likely involved and melatonin might play an important role. Melatonin is an important modulator of circadian rhythm, especially sleep-wake cycle. The results from observational studies suggest people with delirium have lower plasma and salivary melatonin than those without delirium. 5,6  Several studies in older adults provide support for use of melatonin in delirium, particularly as prophylaxis to prevent its occurrence.

In a study assessing the role of perioperative melatonin in the prevention and treatment of postoperative delirium after hip arthroplasty under spinal anesthesia in the elderly, 300 patients over 65 years of age were randomly distributed to one of the four groups. 7 Group 1 was the control and received nothing for sedation. Group 2 received 5 mg melatonin. Group 3 received 7.5 mg midazolam and Group 4 received 100 µg clonidine. These medications were given orally the night before the operation and another dose 90 min before the scheduled time for hip arthroplasty. Patients who developed postoperative delirium received melatonin for three successive days.   The percentage of postoperative delirium in the control group was 32.65% compared to the melatonin group which was 9.43% (p < 0.05). Melatonin was successful in treating 58.06% of patients who demonstrated postoperative delirium (36/62 patients). Overall this study supports melatonin as useful in decreasing postoperative delirium when used preoperatively and in treating postoperative delirium. Some of the weaknesses in this study were exclusion of patients with underlying dementia, severe infections, and acute cardiac events. As a result, the study population is not a true representation of patients who would develop delirium.

Al-Aama et al evaluated low dose melatonin in decreasing delirium. 8 A randomized, double-blinded, placebo-controlled study was conducted at an internal medicine service. One hundred and forty patients were randomized to receive either 0.5 mg of melatonin or placebo every night for 14 days or until discharge. The primary outcome was the occurrence of delirium. Melatonin was associated with a lower risk of delirium (12% vs 31%, p = 0.014), with an odds ratio adjusted for dementia and comorbidities of 0.19 (95% CI 0.06 – 0.32).

In a study conducted by de Jonghe et al, 378 patients who were scheduled for acute hip surgery received 3 mg melatonin or placebo for 5 consecutive days. 9 The primary outcome was incidence of delirium within 8 days of admission. No effect of melatonin on the incidence of delirium was observed in the study: 55/186 (29.6%) in the melatonin group versus 49/192 (25.5%) in the placebo group. However, the duration of delirium was lower with melatonin compared to placebo.

In another randomized placebo-controlled trial, ramelteon was associated with lower risk of delirium (3% vs 32%; p = 0.03). 10 Sixty-seven patients were randomly assigned to either ramelteon or placebo every night for 7 days. The primary outcome measure was incidence of delirium.  Although the study showed a lower risk of delirium with ramelteon, the sleep metrics between the two treatments were not different. The investigators mention that melatonin may be preventing delirium by a different pathway other than via sleep. In addition, the study excluded very seriously ill patients and patients with certain types of dementia such as Lewy body dementia.

In a retrospective, observational cohort study evaluating the effectiveness of melatonin for the prevention of intensive care unit delirium, 117 adults who received melatonin for at least 48 hours were compared to a control group of 115 adults. 11 The primary outcome was development of delirium. The development of delirium was significantly lower in the melatonin group: 9 (7.7%) versus 28 (24.3%) patients (p = 0.001).

Although not conclusive, the above studies support use of melatonin prophylaxis in elderly hospitalized patients. However, all the studies had a small population size, the scales for measuring delirium were not uniform, doses of melatonin were different, and exclusion criteria varied from one study to another. It is not clear whether the patients in these randomized controlled studies were treated in the ICU or other units with less aggressive care. Given the fact that the incidence of delirium is as high as 82% in patients in the intensive care, it would be worthwhile to include these patients in the clinical trials. It is not clear whether there is a true benefit with the use of melatonin in all elderly patients admitted to hospitals. Some subgroups of elderly patients might benefit with the use of prophylactic melatonin such as critically ill patients. Interestingly, the studies did not show a difference in sleep parameters between placebo and melatonin which is thought to be the primary effect of melatonin. Larger randomized controlled trials with standard melatonin doses are needed to establish efficacy. However, since the side effects are few and some studies indicate a possible benefit, administering prophylactic melatonin to hospitalized critically ill elderly patients at high risk for development of delirium may be considered.

 

References

  1. Fong TG, Tulebaev SR, Inouye SK. Delirium in elderly adults: diagnosis, prevention and treatment. Nat Rev Neurol. 2009;5(4):210–220. doi:10.1038/nrneurol.2009.24.
  2. APA. Diagnostic and Statistical Manual of Mental Disorders. Text Revision (DSM-IV-TR). 4th ed Arlington, VA: American Psychiatric Press; (2000). p. 553–7
  3. Blaszczyk AT, Hutchison LC. Central nervous system disorders. In: Hutichison LC, Sleeper RB, EDS. Geriatric Pharmacotherapy 2nd ed. American Society of Health System Pharmacists, Bethesda, MD.
  4. Choy SW, Yeoh AC, Lee ZZ, Srikanth V, Moran C. Melatonin and the Prevention and Management of Delirium: A Scoping Study. Front Med (Lausanne). 2018;4:242. Published 2018 Jan 8. doi:10.3389/fmed.2017.00242
  5. Yoshitaka S, Egi M, Morimatsu H, Kanazawa T, Toda Y, Morita K. Perioperative plasma melatonin concentration in postoperative critically ill patients: its association with delirium. J Crit Care. 2013. 28(3):236–42.10.1016/j.jcrc.2012.11.004
  6. Angeles-Castellanos M, Ramirez-Gonzalez F, Ubaldo-Reyes L, Rodriguez-Mayoral O, Escobar C. Loss of melatonin daily rhythmicity is associated with delirium development in hospitalized older adults. Sleep Sci. 2016: 9(4):285–8.10.1016/j.slsci.2016.08.001
  7. Sultan SS. Assessment of role of perioperative melatonin in prevention and treatment of postoperative delirium after hip arthroplasty under spinal anesthesia in the elderly. Saudi J Anaesth. 2010;4(3):169–173. doi:10.4103/1658-354X.71132
  8. Al-Aama T, Brymer C, Gutmanis I, Woolmore-Goodwin SM,Esbaugh J, Dasgupta M. Melatonin decreases delirium in elderly patients: a randomized, placebo-controlled trial. Int J Geriatr Psychiatry. 2011: 26(7):687–694. doi:10.1002/gps.2582
  9. De Jonghe A, van Munster BC, Goslings JC, et al. Effect of melatonin on incidence of delirium among patients with hip fracture: a multicentre, double-blind randomized controlled trial. CMAJ. 2014;186(14):E547–E556. doi:10.1503/cmaj.140495
  10. Hatta K, Kishi Y, Wada K, et al. Preventive Effects of Ramelteon on Delirium: A Randomized Placebo-Controlled Trial. JAMA Psychiatry. 2014;71(4):397–403. doi:10.1001/jamapsychiatry.2013.3320
  11. Baumgartner L, Lam K, Lai J, Barnett M, Thompson A, Gross K, Morris A. Effectiveness of melatonin for the prevention of intensive care unit delirium. Pharmacotherapy. 2019:39(3) 280-287

 

Filed Under: AGEC, UAMS

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