Gerontological Knowledge Research Articles

Educator's role in preventing ageism.

This study aims to contribute to a better understanding of the educator's role in imparting knowledge to healthcare students regarding ageism in Slovenia. Educators in Slovenian secondary nursing schools and in medical and health science faculties were asked to evaluate their practical experience in working with older people, their knowledge of gerontology and working with older people, and their attitude toward working with older people using an online questionnaire. They were also asked to rate their opinion about ageism on a Likert scale, along with reasons for ageism, skills that would help reduce ageism, their opinion about trainees' attitudes toward older people, and their assessment of certain facts about planning training. The reliability of the questionnaire was tested using Cronbach's alpha. The Kruskal‒Wallis test, Mann‒Whitney U test, and independent samples t-test were used to determine differences between the groups. The participants fully agree that the knowledge imparted could contribute to reducing age discrimination among healthcare students. Those that responded that their gerontological knowledge is good had significantly higher ranked responses regarding the reasons for ageism. On average, they agreed with the statements about planning their teaching activities and facilitating the acquisition of knowledge. Ageism is a challenge for modern society that requires a comprehensive approach to prevent and combat this form of discrimination. Awareness-raising, education, and policy change can create a fairer and more respectful society for all generations. Educators are insufficiently aware of their role in preventing ageism. Practitioners recognize it when they work directly with students. There are opportunities to update curricula and teaching methods.

A scoping review of reviews on helping professionals’ attitudes toward older adults

To examine helping professionals’ attitudes toward older adults is of critical importance in improving the quality of gerontological care and promoting a longevity society. The objective of the present study was to examine the current state of knowledge regarding helping professionals’ attitudes toward older people. This has been done through a review of recent systematic reviews. We used ten databases to search for systematic reviews published on peer-reviewed platforms from 2000 to September 2023. Initially, 730 articles were retrieved, of which 14 were found to be eligible for inclusion. Current evidence primarily focuses on three aspects of helping professionals’ attitudes toward older adults: (1) cognitive, affective and behavioural manifestations of ageist attitudes; (2) professional/educational and non-professional/non-educational factors that influence these attitudes; and (3) education-based and experience-based interventions targeting these attitudes. While it is difficult to synthesise the level of positivity or negativity in helping professionals’ attitudes, we found evidence of stereotypes of older people as incompetent and difficult, and passive emotions and behaviours when providing care. Gerontological knowledge, professional values and exposure to older adults are critical factors shaping helping professionals’ attitudes. Interventions based on positive gerontological education and improving intergenerational relationships have shown promising benefits. Our review identifies notable research gaps in current literature, namely the under-representation of non-Western regions and the lack of valid and culturally sensitive instruments for ageism-related concepts. It provides valuable insights for future research, practice and policy on ageism to improve the quality of gerontological care.

Educational interventions to improve student nurses' knowledge, attitudes, or willingness to work with older people: a systematic review of quantitative findings.

The purpose of this systematic literature review of quantitative findings was to examine the effectiveness of educational interventions to improve gerontological knowledge, attitudes, and willingness to work with older people in baccalaureate nursing students. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines, a systematic literature search was conducted in five databases. Quality assessment was conducted using the Mixed-Methods Appraisal Tool. Based on inclusion and exclusion criteria, 41 papers were included in the review. The overall quality of studies included was moderate. The interventions were classified as education content, simulation or immersion experiences, clinical placement, or a combination of these pedagogical approaches. Majority of studies demonstrated improvement in knowledge and attitudes but there was a limited change in willingness to work with older people. There is insufficient evidence to make recommendations for the most effective educational intervention for enhancing bachelor of nursing students' willingness to engage in gerontological care.

EMBRACING THE QUEER ART OF FAILURE IN GERONTOLOGICAL RESEARCH AND EDUCATION

Abstract Halberstam describes the queer art of failure as a performance of dissidence in which lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) people willing reject traditional conceptualizations of success. Yet, dominant theoretical frameworks in gerontology are predicated upon notions of success and productivity which may be problematic for understanding the life trajectories of LGBTQ+ people. The use of such heteronormative frameworks has implications for gerontological research in two important ways: 1) Research methods and researchers themselves may be constrained by the normative expectations placed on LGBTQ+ people and 2) Heteronormative frameworks obscure the nuance of LGBTQ+ older adults’ lived experiences and may limit important contributions to gerontological knowledge. This symposium applies the queer art of failure to examine LGBTQ+ aging scholarship that deviates from traditional research and education. Speaker one shares experiences from LGBTQ+ individuals facing dementia, using concepts that counter framing dementia as pathology and decline. Speaker two discusses how participants’ preferences for receiving research results via found poetry may reflect LGBTQ+ participants’ natural inclination to question hegemonic norms. Speaker three describes collaborating with a coalition of LGBTQ+ older adults of color on a participatory action research study, detailing how epistemic tensions shaped the research in unexpected ways. Speaker four discusses how institutional failure led to enthusiasm for LGBTQ+ curriculum development, student mentoring, and knowledge production. These presentations suggest that the inclusion of diverse conceptualizations of success and productivity should inform future aging scholarship, as they may center the experiences of historically marginalized populations such as LGBTQ+ older adults.

A Genealogy of the Life History Album (1884): Gerontology, Genre, and Health Across the Life Span.

This paper demonstrates what emerges when we undertake a literary reading of a medical text, examining its form and structure as a text. The study of what appears to be a singular publication reveals instead an under-examined moment in medical history that anticipates contemporary health investigations in modern medicine, while reflecting the limitations of medical and gerontological knowledge in the 1880s. I demonstrate this argument by conducting a Foucauldian archeology of the text, with attention to authorship and the concept of textual genre. My primary text is the Life History Album (1884), which I link to a related endeavor, G. M. Humphry's Old Age (1889), a little-known publication that contains medical observations on the resiliency of aging bodies and anticipates ideas associated with early twentieth-century geriatrics. My investigation brings new attention to the work of Dr. Frederick Akbar Mahomed, a pioneer in the study of hypertension, whose story is part of the genealogy of the text. Inviting its creator to keep records of health throughout the life span, the Life History Album anticipates a new kind of modern subject, who participates in co-creating his or her medical and life health history, whereas Humphry's Old Age, which draws on similar methods, is humanistic, includes literary references, and allows for contentment in older age.

The State of Geriatric and Gerontology Education in Ghana: A Literature Review

The rise in older population in Ghana is accompanied by challenges that may require trained professionals with specialized knowledge in geriatrics and gerontology to help address. Research, however, points to an existing shortage of geriatric-trained professionals in Ghana; a problem that can be addressed with the education and training of students with interest in aging. This paper offers a review of the state of geriatric and gerontology education in Ghana. The paper specifically examines current geriatric-focused training programs in public universities, and existing national aging policies with implications for the development and implementation of aging education in institutions of higher learning in Ghana. The review findings point to an urgent need for governmental and institutional commitment to promote aging studies as a component of health professions curricula in Ghana. Critical steps to prioritizing and forging a path to instituting geriatric and gerontology education in Ghana are discussed.

Anti-Ageism for Gerontologists

ABSTRACT We argue that gerontologists are products of our ageist culture and that we both perpetuate ageism and suffer from internalized ageism ourselves. We make ageist comments, deny our own age, fail to teach students to recognize and confront ageism, and use language that otherizes and categorizes older people. Gerontologists are in ideal positions to confront ageism through our scholarly work, teaching, and community engagement. However, we suggest that, despite our deep gerontological knowledge, we do not have enough awareness, knowledge, and skills for taking anti-ageism actions in these arenas of our professional lives. We offer some suggestions for confronting ageism, including self-study, increasing content on ageism in the classroom and beyond, pointing out ageist language and behaviors to colleagues and students, working with diversity, equity and inclusion offices on campus, and giving careful consideration to our research approaches and academic writing. To go forward, we must increase awareness about ageism and gain skills in promoting anti-ageism.

Evaluation of the feasibility of an Education-Career pathway in Healthcare for Older People (ECHO) for early career nurses.

Rapid population ageing is driving demand for qualified gerontological nurses. Yet, early career nurse attrition and limited focus on retention in the speciality limits supply. To test the feasibility and acceptability of an Education-Career pathway in Healthcare for Older People (ECHO) intervention for early career nurses to improve retention and capability in gerontological nursing. ECHO is a multicomponent intervention with integrated education, career planning and coaching components, tested over two 6-month cycles. A feasibility study with a pre-post design using a multi-methods evaluation. Twenty-nine early career nurse participants were recruited from eight NHS acute and community care Trusts in England. ECHO participants completed online questionnaires at baseline (Time 1), 6-month (T2, end of intervention) and follow-up at 18 months from baseline (T3). Outcome measures were career intention, self-reported knowledge, career planning confidence, and burnout using the Maslach Burnout Inventory. Qualitative interviews were undertaken with participants (n= 23) and organizational stakeholders (n= 16) who facilitated ECHO. Data analysis used descriptive statistics and non-parametric tests for paired data and thematic analysis for qualitative data. Overall, 19 of 29 participants (65%) completed all aspects of the intervention. The evaluation was completed by 23 participants. ECHO was well received by participants and stakeholders. At T3, the 23 participants were working in the speciality, though two had changed organizations. There was a significant improvement in self-reported gerontological knowledge, pre 87 (IQR 81-102), post 107 (IQR 98-112) p= 0.006, but no significant changes in other outcomes. In qualitative data, participants and organizational stakeholders held similar views, presented under four main themes: intended outcomes (personal and professional development, raise gerontological profile, expand horizons); nurse retention-a double-edged sword, ECHO logistics, and sustainability. Education-Career pathway in Healthcare for Older People was feasible and may positively impact early career nurse retention, capability and socialization into gerontological nursing. ECHO requires further refinement and piloting, but learning can contribute to retention strategies. Attracting and retaining early-career nurses to the gerontological speciality requires greater innovation, organizational and senior nurse leadership.

1270 DEVELOPMENT OF A COMPETENCY FRAMEWORK FOR EARLY CAREER NURSES UNDERTAKING POST-REGISTRATION EDUCATION IN CARE FOR OLDER PEOPLE

Abstract Introduction Despite recognition of the status of gerontological nursing as a speciality, there is no specific UK competency framework for early career nurses working with older people. As part of a feasibility intervention to improve recruitment and retention of nurses within the speciality (ECHO Early Careers in Healthcare of Older People and PEACH Programme for early careers for care home nurses), we developed a bespoke competency framework appropriate for nurse working within all sectors. Method The national and international literature on published competency frameworks was reviewed to identify core domains of knowledge and skill. We integrated these within a CGA model to develop a draft competency framework which we then tested for face and content validity. It was reviewed by expert practitioners and managers from NHS and care home providers, and a national reference group (British Geriatrics Society Nurse Special interest group). It was then implemented by students under taking the ECHO and PEACH programmes. A mixed-methods approach was used involving online surveys, one-to-one interviews and focus group interviews with students, mentors, ward managers and care home managers. Ethical approval was obtained from the university ethics committee. Results From an initial draft of 80 competency statements 69 were adopted across 10 domains. Thirty students across the ECHO and PEACH programmes used the framework and participated in evaluation. Our analysis found that students benefited from recognising unique gerontological knowledge, expanded insights into practice and affirmation through mentor feedback. Some students faced logistical challenges including access to mentors. The framework was found to be appropriate and acceptable across both hospital, community and care home settings. Conclusion/s The competency framework was valid in clinical gerontological settings across hospital, community and care homes, and supported knowledge and skills development and evidencing for early career nurses.

Social Gerontology Theory

This paper presents a review of social theories of aging including early theories based on role, disengagement, activity, and continuity, and more recent theories based on modernization, feminism, gerotranscendence, and interactionism. The elements, assumptions and possible biases, and strengths and weaknesses of each major theory are discussed. Since gerontology is multidisciplinary, the variety of theoretical perspectives can be viewed as a strength of this particular field. Similarly, the theories have foci representing micro and macro approaches, functional and conflict approaches, social structural and social psychological approaches, and historical and economic approaches. The possibility of Euro-centric and male-centric biases of theory should not be ignored. Cross-cultural research can further contribute to refining and strengthening the social gerontology knowledge base and its value informing a wider diversity of areas, including public health and medicine.

NARRATIVE AS A BOUNDARY CONCEPT IN GERONTOLOGY: THE STORY BEHIND THE STORIES

Abstract Ever since the “narrative turn” was taken up by the humanities and social sciences in the 1980s and early 1990s, there has been an increased interest in narrative as a medium for gaining knowledge in gerontology. Narrative gerontology in particular assumes that the "life lived is inseparable from the life told" (Bruner 1987). Central to this notion is the metaphor of life as story or, as Kenyon and Randall put it, "[W]e not only have stories, we are stories" (1999). As a boundary concept, “narrative” inhabits several disciplinary worlds. Its analysis can focus on individual identification strategies, on the storytelling process and its context, or on aesthetic dimensions, for instance when analyzing cultural representations including film and fiction. Often loosely defined yet broadly applied, narrative work can range from personal life stories to master narratives that convey cultural and/or political values. The purpose of the Humanities and Arts symposium is to take a critical look at "narrative" within gerontology to include mapping the uses of narrative as actions, objects, ways of knowing and acts of resistance. The first paper presents a conceptual structure of narrative based on findings from a guided review of narrative definitions and approaches in gerontology. The second argues for the normative importance in studying cultural narratives of dementia. The third paper examines narrative in the context of the medical humanities and narrative medicine, pointing to ways in which narrative competence translates into medical practice. The final paper considers the narrative of aging through music.

Developing an Intuitive Graph Representation of Knowledge for Nonpharmacological Treatment of Psychotic Symptoms in Dementia.

Applying person-centered, nonpharmacological interventions to manage psychotic symptoms of dementia is promoted for health care professionals, particularly gerontological nurses, who are responsible for care of older adults in nursing homes. A knowledge graph is a graph consisting of a set of concepts that are linked together by their interrelationship and has been widely used as a formal representation of domain knowledge in health. However, there is lack of a knowledge graph for nonpharmacological treatment of psychotic symptoms in dementia. Therefore, we developed a comprehensive, human- and machine-understandable knowledge graph for this domain, named Dementia-Related Psychotic Symptom Nonpharmacological Treatment Ontology (DRPSNPTO). This graph was built by adopting the established NeOn methodology, a knowledge graph engineering method, to meet the quality standards for biomedical knowledge graphs. This intuitive graph representation of the domain knowledge sets a new direction for visualizing and computerizing gerontological knowledge to facilitate human comprehension and build intelligent aged care information systems. [Journal of Gerontological Nursing, 48(4), 49-55.].

The State of Gerontological Training in Ghana: Implications for a Specialized Workforce and the Aging Population

The rise in older population in Ghana is accompanied by several challenges that may require trained professionals with specialized knowledge in geriatrics and gerontology to help address. Extensive review of existing literature, however, indicates a lack of comprehensive geriatric focused training in Ghana’s education system. Unfortunately, the scope of this training deficiency, potential impact on the geriatric workforce, as well as the health and wellbeing of the aging population on the national level have not been extensively examined. With the older adult population set to increase over the next few years, the need for geriatric-trained human service professionals in diverse disciplines, including medicine, nursing, psychology, social work and public health has become more pronounced. This paper is a review of the current state of gerontological education in higher institutions in Ghana. Specifically, authors examined (1) current geriatric-focused training programs available to students in all public/government owned institutions, (2) existing national level programs, and policies addressing training deficiencies, and (3) the implications of findings for future geriatric workforce as well as the health and wellbeing of older Ghanaians. The findings call attention to the need for a nationwide geriatric-focused training system and policies aimed at prioritizing specialized care for the older population. Culturally appropriate recommendations for integrating gerontological training and education in tertiary institutions are discussed. Guidelines and standards based on the Academy for Gerontology in Higher Education (AGHE) Competencies for Undergraduate and Graduate Education are proposed.

Students’ Attitude Change: Virtual vs. In-Person Intergenerational, Arts-Based Courses

When higher education classes went virtual at the start of the COVID-19 pandemic, converting an in-person, arts-based, service-learning course into a meaningful, virtual experience seemed impossible. However, the Opening Minds through Art (OMA) program developed online courses where students met older adults weekly over Zoom to create and discuss art. Undergraduate and graduate students at Miami and Marian Universities (n=47) came from more than 20 different areas of study and had varying knowledge of gerontology and dementia. Pre- and post-assessments were administered at the start and end of the academic semester. Paired-samples t-tests were conducted to examine pre-post changes in students’ attitudes toward people living with dementia (PLWD) using the Dementia Attitude Scale (DAS) (O’Connor & McFadden, 2010) and the extent students actually like PLWD using the Allophilia scale (Pittinsky et al, 2011). Students in virtual OMA courses showed significant improvement in overall DAS and Allophilia scores and all subdomain scores (i.e., general knowledge about dementia, affection, social comfort level, kinship, and engagement and enthusiasm when interacting with PLWD), with moderate to high effect sizes (Cohen’s d range between 0.39 and 1.10). The magnitudes of these effect sizes for virtual OMA are comparable to previous studies examining students’ participation in face-to-face OMA sessions, where Cohen’s d on DAS and Allophilia scales ranged between 0.48 and 1.07 (Lokon et al, 2017, 2018). Overall, we found that it is possible to design virtual service-learning courses that improve students’ attitudes toward PLWD as effectively as face-to-face courses.

Social Determinants of Cognitive Health: Studies on Physical and Social Environments and Cognition

Living environments profoundly influence the aging process. This symposium presents research on two main aspects of the living environment and their relationships with cognitive health. The living environment is broadly defined, including both physical and social aspects. The physical environment is the characteristics of the built environment, such as tripping hazard in the home, cleanness of the community streets, and presence of deserted buildings, etc. The social environment is the cohesiveness with other people living in the neighborhood. Living environments have multiple layers; the physical environments encompass both in-home and in-community domains, whereas the social environment can be categorized as domestic versus community cohesiveness. This symposium includes studies with investigation scopes spanning from the micro to mezzo levels. The first presentation scrutinizes the buffering effect of marital relationships, as a form of domestic social environments, on cognition among older adults with vision and hearing impairments. Using the NHATS dataset, the second presentation examines social isolation as a potential mediator for the association between physical, social environments and global cognitive functioning. The third presentation evaluates the impact of living environments on cognition among Canadian older adults with multimorbidity. The last presentation examines how the physical environment affects sleep quality and thus influences older adults’ cognition. All four presentations are closely linked to the overarching theme of evaluating the environmental impact on cognition and provide possible explanations mediating the association observed. This symposium contributes to advancing gerontological knowledge by offering new perspectives on the social determinants of cognitive health.

Quality of Life and Wellbeing in Peripheral Arterial Disease: A Qualitative Study

Peripheral arterial disease (PAD) is a vascular condition disproportionately affecting adults > 60 and the leading cause of disability for adults > 50. Because PAD is marked by severe leg pain and sometimes lower extremity amputation, quality of life (QOL) and wellbeing may be compromised however, we understand little about these constructs in this population. Furthermore, surgical care providers lack a comprehensive understanding of how individuals think about wellbeing and what is important to individuals during surgical care. We conducted a qualitative photographic elicitation study (n = 60) in one academic multidisciplinary PAD clinic to understand specific aspects of QOL of older individuals with PAD. Guided by interpretive description, a methodology pioneered in nursing, we analyzed data within and across five clinical symptom severity categories to examine for QOL constructs, impact on everyday life, understanding of disease, and desired treatment. Results demonstrate that individuals do not fully understand PAD diagnosis or its implications (e.g., “[I] have never heard of it. Do I have that?”). Disease-specific knowledge was prevalent among patients experiencing lower extremity amputation but those suffering from wounds or gangrene had limited understanding. Furthermore, patients’ descriptions of QOL conflicted with the conceptualization of QOL in clinical practice and research. That is, many participants describe QOL based on activities they are capable of performing despite limitations. Results demonstrate the need for integrating gerontological knowledge into clinical care to improve quality of care for older adults.

Piloting the “Anti-Oppressive Practice & Research with Diverse Older Adults” Training Program during COVID-19

There is a critical need to develop our gerontological-sensitive workforce. Social workers (SW) frequently provide services to older adults yet there are few opportunities for them to train as gerontological clinicians and/or researchers. To provide an opportunity for SW students to gain gerontological knowledge, clinical practice, and research skills, we developed, and pilot tested the “Anti-Oppressive Practice and Research with Diverse Older Adults” virtual training program at a major medical facility in Manhattan, NY. We explored the feasibility, implementation, and impact of this novel program. The 21-hour weekly MSW field placement program followed an anti-oppressive framework and included: 1) supervision and training sessions; and 2) direct clinical and research practice (e.g., theory, funding, assessment, data collection etc.) and aging topical seminars (e.g., depression, loneliness, pain etc.). Racially diverse supervisors and graduate SW students engaged in reflective writing exercises, iterative discussions (recorded & transcribed) and a thematic analysis of data. All interns successfully completed the program and reported enhanced skills related to SW core competencies and research (e.g., standardized assessments), research and practice gap awareness (e.g., minority aging) and plans to pursue advanced research training and/or gerontological clinical work. Intern challenges included: 1) disconnect between MSW curricula and research placements; and 2) managing minority and contextual stressors (e.g., imposter syndrome, covid-19, civil unrest). Supervisory challenges included: 1) humanizing sensitive discussions via virtual communication and 2) resource constraints. Future research should systematically assess program effects (e.g., SW core competencies) and how to facilitate interprofessional collaborations to develop diverse gerontological SWs and researchers.

Awakening Canadians to ageism: a study protocol

BackgroundMaking fun of growing older is considered socially acceptable, yet ageist humour reinforces negative stereotypes that growing old is linked with physical and mental deterioration, dependence, and less social value. Such stereotypes and discrimination affect the wellbeing of older people, the largest demographic of Canadians. While ageism extends throughout professions and social institutions, we expect nurses—the largest and most trusted group of healthcare professionals—to provide non-ageist care to older people. Unfortunately, nurses working with older people often embrace ageist beliefs and nursing education programs do not address sufficient anti-ageism content despite gerontological nursing standards and competencies.MethodsTo raise awareness of ageism in Canada, this quasi-experimental study will be supported by partnerships between older Canadians, advocacy organizations, and academic gerontological experts which will serve as an advisory group. The study, guided by social learning theory, will unfold in two parts. In Phase 1, we will use student nurses as a test case to determine if negative stereotypes and ageist perceptions can be addressed through three innovative e-learning activities. The activities employ gamification, videos, and simulations to: (1) provide accurate general information about older people, (2) model management of responsive behaviours in older people with cognitive impairment, and (3) dispel negative stereotypes about older people as dependent and incontinent. In Phase 2, the test case findings will be shared with the advisory group to develop a range of knowledge mobilization strategies to dispel ageism among healthcare professionals and the public. We will implement key short term strategies.DiscussionFindings will generate knowledge on the effectiveness of the e-learning activities in improving student nurses’ perceptions about older people. The e-learning learning activities will help student nurses acquire much-needed gerontological knowledge and skills. The strength of this project is in its plan to engage a wide array of stakeholders who will mobilize the phase I findings and advocate for positive perspectives and accurate knowledge about aging—older Canadians, partner organizations (Canadian Gerontological Nurses Association, CanAge, AgeWell), and gerontological experts.

Older people's challenges and expectations of healthcare in Ghana: A qualitative study.

The increase in the number of elderly persons in developing countries has not had a corresponding increase in social and health care support systems for the elderly. There is a substantial difference in the quality of healthcare received by older people in developing and developed countries. Elderly persons in developing countries including Ghana are increasingly becoming marginalised and isolated. There is, however, limited evidence of healthcare challenges and expectations by elderly persons in Ghana. This study explored healthcare challenges and expectations of elderly persons to inform policy that could lead to improved quality of life for elderly persons in Ghana. Qualitative exploratory descriptive study design was used in conducting this study. Semi-structured interviews were used in collecting data from 30 participants from three regions in Ghana (10 from each region). Data analysis was carried out through content analysis. Four themes were extracted from data. These themes were: 1. Inadequate information from health workers regarding care of the older person. 2. Queuing frustrations. 3. Financial burden. 4. Focused elderly care demand. The elderly in Ghana experience challenges of healthcare which include inadequate information, queuing frustrations and financial burdens. Elderly persons also have expectations of healthcare which include having dedicated professionals and units that will attend to them during their hospital visits. Academic and clinical gerontology experts could collaborate and help improve gerontology knowledge of health workers through workshops and conferences. Improving knowledge of health workers in gerontology may be a positive step towards meeting healthcare expectations of older Ghanaians.

Lessons Learned: Developing an Undergraduate Hartford Partnership Program in Aging Education

Meeting the needs of the growing older adult population requires generalist trained social workers to deliver services, especially for home and community- based care coordination. This article describes how one BSW program adapted its existing MSW Hartford Partnership Program for Aging Education (HPPAE) to prepare baccalaureate-level social workers to serve older adults. Looking at the core components of the HPPAE and the CSWE 2015 Educational Policy and Accreditation Standards, this article explains the challenges that arose in developing a BSW HPPAE and how they were addressed. A BSW HPPAE model of education, patterned after the MSW HPPAE, is a viable option for needed workforce preparation and offers an opportunity for BSW programs to prepare students with important gerontological knowledge and skills while they master generalist practice.