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Long-term Care Nursing: Admission and Medicare Documentation

3 Contact Hours
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This peer reviewed course is applicable for the following professions:
Advanced Practice Registered Nurse (APRN), Certified Nurse Practitioner, Certified Registered Nurse Anesthetist (CRNA), Clinical Nurse Specialist (CNS), Licensed Practical Nurse (LPN), Licensed Vocational Nurses (LVN), Nursing Student, Occupational Therapist (OT), Occupational Therapist Assistant (OTA), Physical Therapist (PT), Physical Therapist Assistant (PTA), Registered Nurse (RN), Registered Nurse Practitioner
This course will be updated or discontinued on or before Wednesday, September 17, 2025

Nationally Accredited

CEUFast, Inc. is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. ANCC Provider number #P0274.

CEUFast, Inc. is an AOTA Provider of professional development, Course approval ID#03723. This distant learning-independent format is offered at 0.3 CEUs Intermediate, Categories: Professional Issues AOTA does not endorse specific course content, products, or clinical procedures. AOTA provider number 9757.

FPTA Approval: CE23-599087, CE24-599087. Accreditation of this course does not necessarily imply the FPTA supports the views of the presenter or the sponsors.

Participants will know the documentation process in long-term care documentation and recognize the importance of correct charting.


After completing this course, the learner will be able to meet the following objectives:

  1. Categorize the patient assessment elements.
  2. Explain the importance of proper documentation.
  3. Identify five demographic information requirements to include on the face sheet.
  4. Outline the five areas assessed during the admission assessment.
  5. Distinguish the four pillars of Medicare charting.
CEUFast Inc. and the course planners for this educational activity do not have any relevant financial relationship(s) to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.

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Long-term Care Nursing: Admission and Medicare Documentation
To earn of certificate of completion you have one of two options:
  1. Take test and pass with a score of at least 80%
  2. Reflect on practice impact by completing self-reflection, self-assessment and course evaluation.
    (NOTE: Some approval agencies and organizations require you to take a test and self reflection is NOT an option.)
Author:    Sandi Winston (MSN, RN)


Documentation in long-term care has become increasingly complex as the resident's clinical needs and decision-making have become more complex, regulations and surveys more stringent, documentation-based payment systems have been implemented, and litigations/legal challenges have increased. Remember, if it isn't documented, it isn't done!

Federal regulations dictate the types of documentation. Federal regulation (FS14) requires that a facility "must maintain clinical records on each resident in accordance with accepted professional standards and practices that are complete, accurately documented, readily accessible and systematically organized (AHIMA, 2014)." The healthcare professional must be careful and take the time to document accurately, staying within the facility's requirements.

Admission Record

The admission record face sheet must include the demographic information for each resident and is usually completed by the admissions office. Included on the "face sheet" is the following information:

  • Name/address/phone number
  • Spouse's name/phone number
  • Date of birth
  • Previous occupation
  • Social security number
  • Insurance information
  • Emergency notification numbers
  • Physician
  • Diagnoses/allergies
  • Religious preferences
  • Hospital preferences
  • Funeral home

After the resident gets to the unit, the admitting nurse checks the face sheet to ensure all needed information is included. Before performing assessments, the nurse orients all new residents to the unit, introduce staff, and explains the daily routine.

Admission Assessments

Make sure the nurse has all the tools necessary. The nurse can make the new residents nervous, and it devalues the nurse's competence if she has to keep running back and forth while doing the assessments.

The nurse can begin a head-to-toe assessment by looking at the resident, listening to the resident's speech pattern, and checking memory by asking a few short questions: Do you know where you are? What is today's date? Facial features? Drooping mouth? Be aware of what you are seeing when doing a visual inspection!

Beginning the Assessment

Vital signs, including oxygen saturation, weight, and height, must be documented. Has the resident had a recent weight loss or gain?

Next, start the head-to-toe assessment. When checking the resident's head, be sure to look behind the ears, especially if the resident is using oxygen, as the tubing can cause sores. Look at the eyes; are pupils equal and reactive? Are there visible sores in the mouth? Does the resident have good dentition or dentures? Auscultation of lungs: Accurately describe breath sounds, i.e., wheezes, rales, rhonchi. Assess respiratory rate, rhythm, and quality. Does the resident have good bowel sounds? When did the resident have their last bowel movement? Pain in the abdomen? Is the abdomen soft and non-tender? As the assessment continues, move down to the legs and feet. Is there any discoloration on the legs? Pain in legs? Cramps? Are the feet blue/purple? Can you locate the pedal pulses? Are there any sores on the feet?

Once you have finished the head-to-toe assessment, you can begin all the other assessments, and yes, there are a lot of them!

Morse Fall Scale

The Morse Fall Scale is a rapid and straightforward method of assessing the resident’s likelihood of falling. The scale is easy to use and has six variables. It has been shown to have predictive validity.

Morse Fall Scale (AHRQ, 2021)
ItemItem ScorePatient Score
1. History of falling (immediate or previous)
  • No 0
  • Yes 25
2. Secondary diagnosis (≥ 2 medical diagnoses in the chart)
  • No 0
  • Yes 15

3. Ambulatory aid

None/bedrest/nurse assist Crutches/cane/walker


  • 0
  • 15
  • 30>
4. Intravenous therapy/heparin lock
  • No 0
  • Yes 20

5. Gait




  • 0
  • 10
  • 20

6. Mental status

Oriented to own ability

Overestimates/forgets limitations

  • 0
  • 15

Total Score‡: Tally the patient score and record.

<25: Low risk

25-45: Moderate risk

>45: High risk


* Weak gait: Short steps (may shuffle), stooped but able to lift head while walking, may seek support from furniture while walking, but with a light touch (for reassurance).

Impaired gait: Short steps with shuffle; may have difficulty rising from a chair; head down; significantly impaired balance, requiring furniture, support person, or walking aid to walk.

Suggested scoring based on Morse JM, Black C, Oberle K, et al. A prospective study to identify the fall-prone patient. Soc Sci Med 1989; 28(1):81-6. However, note that Morse herself said that the appropriate cut-points to distinguish risk should be determined by each institution based on the risk profile of its patients. For details, see Morse JM, Morse RM, Tylko SJ. Development of a scale to identify the fall-prone patient. Can J Aging 1989;8;366-7.

Braden Scale

The Braden Scale is used to foster early identification of at-risk residents for forming pressure sores.

Braden Pressure Ulcer Risk Assessment (Bergstrom et al., 1987)
Patient's NameEvaluator's NameDate of Assessment

ability to respond meaningfully to pressure-related discomfort
1. Completely Limited
Unresponsive (does not moan, flinch, or grasp) to painful stimuli, due to diminished level of consciousness or sedation.
limited ability to feel pain over most of body surface.
2. Very Limited
Responds only to painful stimuli. Cannot communicate discomfort except by moaning or restlessness.
has a sensory impairment which limits the ability to feel pain or discomfort over 1/2 of body
3. Slightly Limited
Responds to verbal commands, but cannot always communicate discomfort or need to be turned.
has some sensory impairment which limits ability to feel pain or discomfort in 1 or 2 extremities.
4. No Impairment
Responds to verbal
commands. Has no
sensory deficit which would limit ability to feel or voice pain or discomfort.

degree to which skin is exposed to moisture

1. Constantly Moist
Skin is kept moist almost
constantly by perspiration, urine, etc. Dampness is detected every time patient is moved or turned.

2. Very Moist
Skin is often, but not always moist.
Linen must be changed at least
once a shift.

3. Occasionally Moist
Skin is occasionally moist, requiring an extra linen change approximately once a day.

4. Rarely Moist
Skin is occasionally moist, requiring an extra linen change approximately
once a day.


degree of physical activity

1. Bedfast
Confined to bed.

2. Chairfast
Ability to walk severely limited or non-existent. Cannot bear own weight and/or must be assisted into chair or wheelchair.

3. Walks Occasionally
Walks occasionally during the day, but for very short distances, with or without assistance. Spends majority of each shift in bed or chair.
4. Walks Frequently
Walks outside room at least twice a day and inside room at least once every two hours during waking hours.


ability to change and control body position

1. Completely Immobile
Does not make even slight changes in body or extremity position without assistance.

2. Very Limited
Makes occasional slight changes in body or extremity position but unable to make frequent or significant changes independently.
3. Slightly Limited
Makes frequent though slight
changes in body or extremity
position independently.
4. No Limitations
Makes major and frequent
changes in position without assistance.

Skin Assessment

When performing a proper skin assessment, there are five elements to assess (AHRQ, 2014):

  1. Skin Temperature: use the back of the hand to assess temperature
  2. Skin color:
    1. Ensure adequate light, use a penlight to see heels and sacrum
    2. Know the resident's normal skin tone so changes can be evaluated
    3. Look for differences in color between comparable body parts (left/right leg)
    4. Depress discolored areas to see if blanchable or nonblanchable
    5. Look for redness or darker skin tone, which infection or increased pressure
    6. Look for paleness, flushing cyanosis
    7. Remember that changes in coloration are difficult to see in darkly pigmented-skin
  3. Skin moisture:
    1. Touch skin to see if moist, dry, oil
    2. Skin turgor:
      1. "Pinch" skin, usually on the back of the hand
      2. If skin returns to place=normal
  4. Skin integrity:
    1. Is skin intact? Thick or thin? Lesions? Bruising?
    2. If there are any disruptions found, document carefully

Medication and Treatment Sheets

Whether on paper or the computer, the Medication Administration Record (MAR) is an important part of the admission process. After checking the physician's orders, enter all the medications onto the MAR, along with the diagnosis. If there is no diagnosis, please check with the physician to clarify. Be sure to enter the correct times, dosage, and route. Remember to enter all immunizations. Ensure that vital signs are recorded for cardiac medications on the MAR. Diet orders must be entered. If a G-tube is in place, what feeding is ordered? What is the timing? What flushes are ordered?

The treatment sheet follows the same rules. Remember to enter the monthly weights! If your facility still uses paper, ensure all boxes are checked before the end of your shift. Remember, if it is not documented, it is not done! If you are using a computer, be sure to check the program before the end of the shift to ensure all meds are given.

Bowel and Bladder Assessment

Bowel and bladder is an essential assessment for a long-term resident. It is imperative to complete an accurate picture of the resident's continent/incontinent status. This assessment is conducted over a 72-hour time frame. Suppose a resident is admitted with an indwelling catheter. In that case, you will need medical justification, type and size of catheter, the potential for removal, the color of the urine, and urine flow (AHIMA, 2014).

The continent/incontinent status can be obtained by asking the resident and by observation. Does the resident use Depends? Is there a urine odor present? Review the diagnoses and medications to see if there is a condition that may affect continence.

If the resident is incontinent, routine skincare must be documented on the treatment sheet. If the resident is alert and aware, refer to Occupational Therapy for bowel and bladder retraining.

ADL/IADL Functions

Activities of daily living (ADL) are the basic tasks that must be accomplished every day for the resident to thrive. There are five categories (ACA, 2019):

  1. Personal hygiene
  2. Continence management
  3. Dressing
  4. Feeding
  5. Ambulating

IADLs and instrumental activities of daily living are somewhat more complex and reflect on a person's ability to live and thrive. There are seven categories, but some are not pertinent to long-term care. We will only explore the ones necessary for the long-term care setting.

Companionship and mental support: This is a fundamental IADL for daily living. It reflects on the help needed to keep a person in a positive frame of mind. (ACA, 2019) Companionship and mental support are especially important in the long-term setting.

Communicating with others: Can the resident speak and understand others? Is the resident hard of hearing? Does the resident like big or small groups?

Other aspects of the ADL assessment include the resident's interests, hobbies, spirituality, preferences, and needs. The Social Services and Activities department's assessment will detail the resident's life roles, occupation, and other interests.

Case Study

To identify and meet the needs of new clients admitted to Greatest Long Term Care Center in the World, located in Central Florida. This Rehab Director reviews nursing documentation was collected upon admission.

Utilizing the client's face sheet, the Rehab Director can identify the client's name, age, and the reason for admission; this information facilitates the collection of demographic information that may be required if the need for a referral for therapy is identified. The Rehab Director then reviews the MORSE FALL SCALE, as this may help identify clients at risk for a fall and allow therapy to assess mobility and balance further. Also examined is the Braden Scale; this assessment tool is used to identify if the client is at risk for pressure ulcers and why. The Braden Scale is useful in determining if therapy may benefit the provision of positioning equipment, particularly for clients that are limited in their ability to reposition themselves in the bed or wheelchair. Lastly, the Rehab Director looks at the ADL and IADL assessments, paying particular attention to the area of continence. Occupational Therapy may help the client improve continence and reduce the risk of falls, issues with skin integrity, and improve the client's quality of life and dignity.

Through the correct and complete documentation of a patient's chart, other disciplines can easily identify issues that a client may experience while in a long-term care facility thus, providing therapies to remediate areas that impact a client's quality of life.

Geriatric Depression Scale (GDS)

The Geriatric Depression Scale is a self-report measure of depression in older adults.   Most facilities use the short form, consisting of 15 items, and can be completed in about 5 minutes.

Geriatric Depression Scale (Short Form)

Patient’s Name:                                                                                   Date:

Instructions: Choose the best answer for how you felt over the past week.

Question Answer Score

  1. Are you basically satisfied with your life? YES / NO
  2. Have you dropped many of your activities and interests? YES / NO
  3. Do you feel that your life is empty? YES / NO
  4. Do you often get bored? YES / NO
  5. Are you in good spirits most of the time? YES / NO
  6. Are you afraid that something bad is going to happen to you? YES / NO
  7. Do you feel happy most of the time? YES / NO
  8. Do you often feel helpless? YES / NO
  9. Do you prefer to stay at home, rather than going out and doing new things? YES / NO
  10. Do you feel you have more problems with memory than most? YES / NO
  11. Do you think it is wonderful to be alive? YES / NO
  12. Do you feel pretty worthless the way you are now? YES / NO
  13. Do you feel full of energy? YES / NO
  14. Do you feel that your situation is hopeless? YES / NO
  15. Do you think that most people are better off than you are? YES / NO

Scoring: Assign one point for each of these answers: 1.   NO 4.   YES 7.   NO 10.  YES 13.   NO 2.   YES 5.   NO 8.   YES 11.   NO 14.   YES 3.   YES 6.   YES 9.   YES 12.   YES 15.   YES

A score of 0 to 5 is normal.  A score above 5 suggests depression.
If the score is above 5, a referral must be made to Social Services.

Hearing and Vision Assessments

Hearing and vision deficits impact the everyday life of residents, including independence and social participation. (Mitoku et al., 2016) The easy way to assess hearing is to observe reactions from the resident; can he hear what is being said? Does he have hearing aids? If not, does he want hearing aids?

Vision can be tested by having the resident read a short note or a newspaper. Does the resident wear glasses? Are they helpful? If the resident reports that he may need "stronger glasses," he will need a referral to an eye doctor.

Case Study

After the nurse has completed the admission assessment, the CNA will help the resident put personal items away and put the resident's name on all clothing. An inventory sheet must be completed on admission.

Mrs. Jones was admitted to the facility in the early morning, coming from his home. The family had packed enough outfits for eight days. Susan, the CNA on the unit, helped Mrs. Jones unpack and put her things away when she was called out of the room for an emergency. After breakfast, Susan had planned to finish unpacking for Mrs. Jones but got so busy she forgot, and by the end of her shift, Susan had not finished the inventory sheet. Right after supper, as Mrs. Jones was returning to her room, she noticed another resident wearing her sweater. Mrs. Jones told the staff, but because there was no name on the tag, Mrs. Jones was new, and the evening staff was not familiar with her yet. She did not get her sweater back. When Mrs. Jones' daughter came to visit in the morning, the staff showed her the sweater to confirm it was her mom's. If the inventory sheet had been finished and the resident's name had been put in each piece of clothing, Mrs. Jones would not have been upset.

After all the assessments are completed, the resident teaching needs to be documented. Next, the Interim Care Plan must be finished. The diagnoses should be included in the interim care plan, what will be addressed in the resident's care, and how this care will be accomplished. Remember, the interim care plan will be shared with all disciplines and is used as a base for the long-term care plan.

Medicare Charting

Medicare charting is necessary for confirmation of the services needed for the continuation of skilled care. Nursing staff must chart Medicare A residents once every 24 hours. Most facilities divide that charting between day and evening shifts. The charting should include vital signs, why the resident is receiving skilled services, and an excellent description of the resident's condition at that time. The nursing narratives should define the medical and nursing rationale for skilled services (Mastrangelo, 2016).

Writing a nursing note takes some thought. It would be wise to remember to use your critical thinking skills. Think before you write! If you make a mistake or forget to write something, you can always write a late entry. Remember, the notes you write are legal documents.

It is your duty to protect yourself, the facility, and the resident (Schmidt, 2019). Medicare charting may be more frequent if necessitated by the resident's condition. The documentation content is specific to the clinical reasons for coverage and services delivered and should be objective and measurable. Medicare worksheets can help focus on charting the specific service delivered, related clinical issues, and the resident's response to care (AHIMA, 2001).

The four pillars of Medicare charting include (Schmidt, 2019):

  1. Inherent Complexity:
    1. These are the services only a nurse can provide: IV feeding, IV meds, suctioning, tracheostomy care, ulcer care, tube feedings, care for surgical wounds, and diabetes management with injections.
  2. Observation and Assessment:
    1. Observation and assessment include complications, the potential for further episodes, and evaluation of initiation of additional medical procedures.
  3. Management and Evaluation of a Care Plan:
    1. The care plan gives a good picture of the plan to improve a resident's health needs and can be modified when a condition changes. Nurses are responsible for charting the services that require the involvement of skilled nursing care. These services must meet the resident's needs, promote recovery and ensure medical safety.
  4. Teaching and Training:
    1. Teaching and training are always a part of skilled nursing care and a Medicare requirement and must involve the resident and the family whenever possible. Teaching includes colostomy care, insulin administration, prosthesis management, catheter care, G-tube feedings, IV access sites, and wound care. Healthcare professionals are teachers at all times in any clinical setting.

Remember, one great nursing note is better than a string of unnecessary fillers that do not support the need for skilled services (HHI, 2021). Chart only why the resident needs skilled services, what you are doing to promote healing, and is it working? Ensure that skilled treatments are being charted and why the treatments are needed (besides a physician's order!)

A very problematic area is charting adverse events such as falls. When documenting in a resident chart, never chart "incident report done," as this is a red flag to surveyors. Document the fall, what was seen, any injuries, and what was done for the resident if there were injuries. You must also document your call to the physician and the family. Just state the facts!

Other documents include weekly and monthly summaries of each resident. A summary is information on what you are doing to show the residents' progress or lack of progress. The summary note should be based on the care plan. If there are changes in the resident's status from the previous summary, the care plan must be updated (AHIMA, 2014).


Documentation in the long-term setting is regulated by Federal regulation (FS14). Documentation should be complete, accurate, readily accessible, and systematically organized. The admission assessments are lengthy but are essential as these assessments create a picture of the resident's overall condition.

Medicare charting is necessary for confirmation of the services needed for the continuation of skilled care. Nursing staff must chart Medicare A residents once every 24 hours. You must use critical thinking when writing notes. Remember that the notes you write are legal documents.

Select one of the following methods to complete this course.

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Implicit Bias Statement

CEUFast, Inc. is committed to furthering diversity, equity, and inclusion (DEI). While reflecting on this course content, CEUFast, Inc. would like you to consider your individual perspective and question your own biases. Remember, implicit bias is a form of bias that impacts our practice as healthcare professionals. Implicit bias occurs when we have automatic prejudices, judgments, and/or a general attitude towards a person or a group of people based on associated stereotypes we have formed over time. These automatic thoughts occur without our conscious knowledge and without our intentional desire to discriminate. The concern with implicit bias is that this can impact our actions and decisions with our workplace leadership, colleagues, and even our patients. While it is our universal goal to treat everyone equally, our implicit biases can influence our interactions, assessments, communication, prioritization, and decision-making concerning patients, which can ultimately adversely impact health outcomes. It is important to keep this in mind in order to intentionally work to self-identify our own risk areas where our implicit biases might influence our behaviors. Together, we can cease perpetuating stereotypes and remind each other to remain mindful to help avoid reacting according to biases that are contrary to our conscious beliefs and values.


  • ACA. (2019). ADLs and IADLs—American Caregiver Association. American Caregiver Association. Visit Source.
  • AHIMA. (2001). Long Term Care Health Information Practice and Documentation Guidelines. American Health Information Management Association. Visit Source.
  • AHIMA. (2014). American health information management association, long-term care health information practice and documentation guidelines. AHIMA. Visit Source.
  • AHRQ. (2014). Preventing Pressure Ulcers in Hospitals. Section 7. Tools and Resources. Agency for Healthcare Research and Quality. Visit Source.
  • AHRQ. (2021). Tool 3h: Morse fall scale for identifying fall risk factors. Agency for Healthcare Research and Quality. Visit Source.
  • APA. (2020). Geriatric Depression Scale (GDS). American Psychological Association. Visit Source.
  • Bergstrom, N., Braden, B., Laguzza, A., & Holman, V. (1987). The Braden Scale for predicting pressure sore risk. Nurse Res., 36(4), 205–210.
  • HHI. (2021). Nursing Documentation. Harmony Healthcare International. Visit Source.
  • Mastrangelo, K. (2016). Skilled Nursing Documentation (Part 1): The Four Pillars. Harmony Healthcare International. Visit Source.
  • Mitoku, K., Masaki, N., Ogata, Y., & Okamoto, K. (2016). Vision and hearing impairments, cognitive impairment and mortality among long-term care recipients: A population-based cohort study. BMC Geriatrics, 16(1), 112. Visit Source.
  • Schmidt, S. J. (2019). Taking Notes: There's a Lot More to It than Meets the Eye. Journal of Food Science Education, 18(3), 54–58. Visit Source.