Abstract
There is a significant effort to include gerontological nursing in baccalaureate nursing programs, but there needs to be continuous evaluation as to the nature and extent of this content. The four stages of the Curriculum Process Model (directive, formative, functional, and evaluative) provide a logical and systematic approach for developing or revising a curriculum. Although the status of gerontological nursing content, faculty preparation, and clinical settings for gerontological experiences have improved, they still do not provide the necessary educational background for students.
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