1. By Katelyn Caffman, Taylor Cavette, Ebony Staples, and Shannon Miller

2.   True love  Separated by society  Almost gave up on each other  Love endures all Plot

3.   Noah Calhoun  Allie (Alison) Hamilton Main Characters

4.   True love conquers all  Never marry for money  Marry true love  Follow your heart  Love is not tarnished by time Directors Purpose

5.   1) Recognize one’s own and others’ attitudes, values, and expectations about aging and their impact on care of older adults and their families.  2) Recognize the benefits of interdisciplinary team participation in care of older adults.  3) Communicate effectively, respectfully, and compassionately with older adults and their families. 3 Geriatric Nursing Competencies

6.   Believe that there is hope for every patient  Minor changes in level of consciousness may be huge to the family  Listen to the family members  Patients still have feelings even though it may not seem as if they do What is there to learn from the movie?

7.   Always show respect  Portray kind attitudes toward all patients:  Smiling  Gentle touches  Speaks to patient in soft, professional tone  Nurse never laughs at patients  Provide the best quality care for each individual. Skills of Nurses

8.   Assisted Living Facility  Risks for Elder Abuse and Neglect  Touch  Intimacy/Sexuality  Dementia Link between movie and nursing skills

9.   Bittersweet  Confusing  Causes Strain on family  Companionship What does the film imply about aging?

10.   Noah’s commitment  Allie’s commitment to Noah What made the strongest impressions? Noah reading to Allie on several occasions.

11.   Disappointment  Commitment Recurrent themes

12.   Birds  Piano Symbolism

13.   Interrupted family process  Impaired environmental interpretation syndrome due to dementia  Caregiver role strain Problems Within the Movie

14.   Assess the strengths and deficiencies of the family system  Begin each interaction with the patient by identifying yourself and calling the patient by name with a caring, loving, and accepting attitude, and speak calmly and slowly  Encourage the caregiver to talk about feelings, concerns, uncertainties, and fears. Acknowledge the frustration associated with caregiver responsibilities Interventions

15.   Ackley, B.J. & Ladwig, G.B. (2008). Nursing diagnosis handbook: An evidence-based guide to planning care (8 th ed). Elsevier Mosby: St. Louis, MO.  American Association of Colleges of Nursing. (2005). Older Adults: Recommended Baccalaureate Competencies and Curricular Guidelines for Geriatric Nursing Care. Retrieved November 28, 2010, from http://www.aacn.nche.edu/Education/gercomp.htm  Economic, residential, and legal issues. Jett, K. (2008) In Toward Healthy Aging: Human Needs & Nursing Response (7th ed). St. Louis, Missouri: Elsevier.  Frailty, vulnerability, and elder mistreatment. Jett, K. (2008). Toward Healthy Aging: Human Needs & Nursing Response (7th ed). St. Louis, Missouri: Elsevier.  Intimacy and sexuality in late life. Touhy, T. (2008). In Toward Healthy Aging: Human Needs & Nursing Response (7th ed). St. Louis, Missouri: Elsevier.  Leven, J., Sardi, J., Sparks, N. (Writers), & Cassavetes, N. (Director). (2004). The Notebook [Motion Picture].  Senile dementia. (2010). In Encyclopædia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/534572/senile-dementia References