Gerontological Nursing Education Research Articles

A call for intersectionality in gerontological nursing education

A call for intersectionality in gerontological nursing education Addressing the triple jeopardy of ageism, sexism and racism within healthcare systems is crucial to ensuring equitable health outcomes for all older people, write Professor Jordana Salma, Professor Sherry Dahlke and Professor Kathleen Hunter of the Faculty of Nursing at the University of Alberta. Ageism involves negative thoughts, beliefs and behaviours towards older people, and its effects are felt worldwide, leading to the denial of human rights based on age (World Health Organization, 2021).

A spark of change: developing an innovative gerontological nursing intervention mapping initiative for training and education (IGNITE)

BackgroundWith an aging global population and advancements in medical technology, there is an urgent need for innovative gerontological nursing education programs. This study aimed to develop and evaluate the Innovative Gerontological Nursing Intervention Mapping Initiative for Training and Education (IGNITE) program. This program is a digital platform-based postgraduate nursing curriculum that employs the Intervention Mapping Approach (IMA) and Transformative Learning Theory to address the evolving needs of gerontological nursing.MethodsThe IGNITE program’s development process encompassed a comprehensive approach, including needs assessment, mapping of course objectives, integration of theory-based methods and strategies, course design, implementation, and rigorous evaluation. The pilot evaluation study involved pre- and post-tests focused on ageism, attitudes towards elder care, knowledge about older adults, transformative behavior change, and program satisfaction. The findings revealed significant improvements across all these dimensions, affirming the effectiveness of the program.ResultsThe program leveraged experiential learning, critical reflection, and rational discourse to facilitate transformative educational experiences. Notably, pre- and post-test comparisons showed marked improvements in attitudes towards older adult care and dementia care knowledge. Participants expressed high satisfaction with the program, with significant reported changes in transformative behaviors. The study also illuminated the initial negative attitudes of clinical nurses towards older adults and underscored the importance of transformative learning experiences in fostering empathy and understanding.ConclusionsThe IGNITE program lays a foundational framework for developing educational materials that promote transformative learning and self-reflection among healthcare professionals. This approach can lead to innovative nursing practices and personal growth. The application of the IMA and Transformative Learning Theory in gerontological nursing education shows significant promise. Future research should focus on exploring the long-term impacts of such programs and their applicability in diverse healthcare settings.

Addressing ageism in healthcare through gerontological nursing

Addressing ageism in healthcare through gerontological nursing Sherry Dahlke, Associate Professor at the Faculty of Nursing, University of Alberta, discusses the impact of ageism in healthcare and why gerontological nursing education is vital for improving awareness and patient care. The World Health Organization’s (WHO, 2021) global report on ageism reports that one in every two people is ageist towards older people. Ageism includes stereotypes about aging and older adults (beliefs), prejudice (feelings) and/or discrimination through actions (WHO, 2021). Ageism can occur between people, be institutionalized, and/or self-directed. For example, ageism occurs in healthcare when older people who often have complex health and social needs are expected to fit into systems designed for younger people with one health concern (Kojima, 2018), resulting in adverse health outcomes (Chang et al., 2020). Exposure to negative stereotypes of aging can lead people to internalize negative beliefs of inevitable decline, resulting in them experiencing adverse effects of ageism as they age (Levy, 2009; Steward, 2022).

Determinants of the intention to work in aged care: a cross-sectional study to assess gerontological nursing competencies among undergraduate nursing students

BackgroundThere are huge demands for aged-care workers, and undergraduate gerontological nursing education plays a critical role in providing academic and professional training.PurposeTo examine relationships of characteristics, aged-care education, and gerontological nursing competencies with the intention to work in aged care.MethodsAn online survey was distributed to undergraduate nursing students between April and June 2022 to gather characteristics, relevant aged-care education, gerontological nursing competencies, and intentions to work in aged care data. Multivariate regression analyses were conducted to identify determinants of the intention to work in aged care.ResultsStudents (n = 358) who were older (p < 0.001) and who were married (p < 0.001) had higher intentions to work in aged care. “Promoting mental health and psychological well-being”, “Providing evidence-based dementia care”, and “Enabling access to technology”, were also associated with positive intentions.ConclusionsThis study provides evidence on determinants of the intention to work in aged care, particularly gerontological nursing competencies.

The role of awards in promoting educational leadership in nursing: A qualitative descriptive study in gerontological nursing

BackgroundAs the population ages, the need for high quality nursing education in the unique health and illness needs of older people is required at undergraduate and postgraduate levels. Gerontological nursing and gerontological nursing education are critically important in this new age of human longevity and chronic disease. To facilitate high quality and engaging educational practices in gerontology, the National Hartford Center for Gerontological Nursing Excellence offered a professional recognition award program, entitled the Distinguished Educator in Gerontological Nursing Award (the Award). ObjectivesDescribe participants’ perceptions of an awards program in gerontological nursing education. DesignQualitative descriptive research. SettingsNational Hartford Center for Gerontological Nursing Excellence, a professional body that aims to enhance and sustain the capacity and competency of nurses to provide quality care to older adults, opened the Award to international applications in 2018. ParticipantsNine awardees, residing in North America and Asia. MethodsSemi-structured individual interviews followed by inductive, thematic analysis. ResultsThe Award was valued for its prestige and recognition; the process of applying was affirming; and achievement of the Award strengthened awardee confidence to lead and advocate for gerontological nursing education. A model for understanding the Award, focused on value, application and confidence is proposed. ConclusionsThe use of award programs for gerontological education expertise may improve nurse educators’ confidence and performance within educational settings. How the Award impacts student learning remains unknown. Further research into the benefits and limitations of award programs for nurse educators specializing in gerontological nursing and other fields, their managers, and students is required to fully understand the role of educational award programs in nursing.

Developing a competence framework for gerontological nursing in China: a two-phase research design including a needs analysis and verification study

BackgroundChina faces a serious shortage of competent nurses who can address the healthcare needs of older people in an ageing society. Chinese higher education institutes face serious challenges when it comes to developing new curricula that are capable of educating sufficient numbers of competent gerontological nurses. Therefore, the aim of this research study was to identify and verify competencies for gerontological nurses in China that are needed to provide nursing care for the growing number of older people in all care settings. This study takes into account the possible opportunities that trends and developments may offer in the near future.MethodsIn this study, a two-phase research design was used. The first phase concerned needs analysis, including a situational analysis, a trend analysis and a competence analysis. This process resulted in a draft competence framework. The second phase addressed the verification of the competence framework through a two-round Delphi study with a panel of Chinese and European experts. This process led to the final competence framework.ResultsThe final competence framework for gerontological nursing in China included six competencies divided into 13 essential and five relevant learning outcomes. The competencies are: ‘providing gerontological care’, ‘communication and collaboration’, ‘organization of gerontological nursing care’, ‘health promotion’, ‘evidence-based nursing and lifelong learning’ and ‘professional behaviour’.ConclusionThe framework comprehensively covers the six core competencies that nurses who care for older people should possess. These competencies are well-embedded in a Chinese context. The framework therefore offers concrete, practical suggestions for the competencies and skills that nursing graduates will need to work in current and future professions related to gerontological nursing education and practice.

Visual Analysis of Research Hotspots in Geriatric Nursing Education in China and Abroad.

Background This study aimed to conduct a literature search to determine research hotspots in the field of gerontological care education in China and abroad. A knowledge of the focus of research conducted abroad may assist Chinese educators in determining the shape of gerontological care education in the future. Methods The “Web of Science Core Collection” and “CNKI” databases were searched for literature on gerontological care education published from 2010 to 2020. CiteSpace software was used to display the knowledge map of co-occurrence of keywords, and an evolution trend map of research hotspots in recent 10 years was constructed. Results From 2010 to 2020, the focus of foreign gerontological nursing education research was on the training of gerontological nursing personnel; the development of elderly care services; and education and training in dealing with patients with senile delirium and dementia. The focus of gerontological nursing education research in China was primary care education, training of senior elderly nursing personnel, talent training mode reform, training of nursing staff, and career development paths for geriatric nursing staff. Conclusions Foreign geriatric nursing education research focuses on cultivating talents, mental health services for the elderly, innovating the mode of pension, and the care of patients with disorders such as dementia and delirium, while in China, the emphasis remains on gerontological nursing personnel training. Attention to research developments in other countries may assist Chinese educators to promote the development of geriatric nursing education in our country.

A Study of Knowledge, Attitudes, and Educational Needs for Gerontological Nursing in Cancer Hospital Nurses

Purpose: The purpose of this study was to investigate the knowledge, attitudes, and educational needs for gerontological nursing in cancer hospital nurses.Methods: Participants included 208 nurses who had been working in the general wards for more than 6 months. Data collection was conducted through self-reported questionnaires. The Knowledge Scale and Educational Needs for Gerontological Nursing Scale were used for data collection. Also, a Korean version of the Attitudes Toward Older Adults Scale developed by Lim was used. Data were analyzed using descriptive statistics, t-test, ANOVA and Duncan test for multiple comparisons.Results: The average score of the nurses’ knowledge on nursing care for older adults was 21.09 out of 30 points, and their attitudes toward older adults scored 4.29 out of 7 points, which was within a neutral range. The average score of the needs for gerontological nursing education was 4.10 out of 5. In the knowledge level assessment, the drug intervention area showed the lowest score. In terms of the educational needs, geriatric clinical symptoms such as a sore and delirium, and the drug intervention, including dose and toxicity, showed the highest score.Conclusion: Based on the above results, providing education is necessary for cancer hospital nurses so their knowledge on and positive attitudes toward older adults can improve.

The Challenges of Gerontological Nursing Education in the COVID-19 Pandemic

The Challenges of Gerontological Nursing Education in the COVID-19 Pandemic

Older adult care in nursing education: How have curricula been developed?

Given the rapidly growing older adult population, future nurses should increase their knowledge and skills in gerontological nursing to deliver high-quality care to older adults. The aim of this national survey (n = 40 nursing schools) was to analyse the status of gerontology education in Portuguese baccalaureate nursing programmes. Data were collected using a 51-item questionnaire about baccalaureate nursing education programmes and gerontology-related topics. Descriptive analysis was used. A total of 18 nursing schools returned the questionnaire (response rate = 45%). Results showed that 66.7% (n = 12) of nursing schools integrated gerontology content into several courses, 38.9% (n = 7) of them had stand-alone courses, and 11.1% (n = 2) of them had both options. The most significant factor inhibiting the development of the gerontological nursing curriculum was the negative image of gerontological nursing (44.4%). Gerontological-related competencies were identified in only two nursing programmes. Thirteen schools reported needing help to strengthen the gerontological content in the nursing curriculum. This study has demonstrated that gerontological content is covered in the nursing curriculum of all nursing schools. The increase of knowledge and skills in gerontological nursing and the development of a standard gerontological curriculum could contribute to enhancing gerontological nursing education and practice.

Development and psychometric testing of the Gerontological Nursing Competence (GeroNursingCom) instrument.

To develop and psychometrically test an instrument - GeroNursingCom - that measures gerontological nursing competence of nursing students. An instrument development guided by COSMIN guidelines. The development and testing of the GeroNursingCom instrument proceeded according to four distinct phases: (a) establishing a theoretical background; (b) testing face and content validity; (c) examining structural validity; and (d) testing internal consistency. The items of instrument were based on a theoretical framework developed from a comprehensive literature review and focus group interviews with experts (N=27) in spring 2018. Content validity was assessed by nine experts in gerontological nursing, while face validity was tested in a pilot study including 36 nursing students. Structural validity was examined with exploratory factor analysis with 267 nursing students from nine universities of applied sciences. The internal consistency was established with Cronbach's alpha. The data were collected in spring and autumn 2019. The data analysis was conducted with multivariate statistical methods. The GeroNursingCom development and testing process yielded an instrument that includes 53 items across 11 factors: (a) appreciative encounters and interactions with older people; (b) medication for older people; (c) nutrition for older people; (d) safe living environment for older people; (e) supporting the functioning of older people; (f) end-of-life care; (g) developing one's competencies; (h) supporting an older person's mental well-being; (i) supporting an older person's sexuality; (j) guiding self-care among older people; and (k) responding to challenging situations. The instrument was able to explain 66.15% of the total observed variance, while Cronbach's alpha values for individual items varied from 0.75-0.89. TheGeroNursingCom instrument can be used to measure gerontological nursing competence among nursing students to improve gerontological nursing education and/or geriatric care. Graduating nursing students must develop versatile competencies to face the multiple needs of older patients and curriculums need to be further developed to ensure students are prepared for gerontological nursing.

Relationship Between Gerontological Nursing Education and Attitude Toward Older People

BackgroundNursing students' attitudes toward older people affect the quality of care provided to the aging population. Although gerontological nursing has been delivered as a stand-alone course in Macao since 2008, Macao nursing students' attitudes toward older people have not been investigated. ObjectiveThe purposes of this study were 1) to explore nursing students' background information and attitudes toward older people and 2) to examine the presence of relationships between these factors and gerontological nursing education in Macao, a special administrative region of China. MethodsA cross-sectional survey design was adopted. Nursing students in Macao were invited to complete a questionnaire to record their demographic characteristics and gerontological nursing education and measure their attitudes toward older people using Kogan's Attitudes Toward Older People (KAOP) scale. ResultsData from 377 (83.04%) nursing students who returned the questionnaire were analyzed. The students were found to have positive attitudes toward older people, with a mean KAOP score of 168.44 ± 18.38 (mean ± standard deviation). In particular, the item with the lowest mean score was “older adults have excessive demands for love” (2.5 ± 1.2), while the item with the highest mean score was “older adults need no more love than others” (6.0 ± 1.0). The results also revealed that Macao nursing students' positive attitudes toward older people were associated with having “religion,” “good experience in gerontological nursing taught course,” and “good experience in clinical practice with older people,” which were thus considered to be the predictors of their positive attitudes toward older people. ConclusionReligion and gerontological nursing education are associated with Macao nursing students' attitudes toward older people. A longitudinal study is needed to evaluate the gradual changes in nursing students' attitudes. Nursing students' future career choices and perceptions of gerontological nursing education should be explored in a future study.

Baccalaureate Competencies and Curriculum in Gerontological Nursing

Purpose: This study was done to develop competencies and core curriculum for gerontological nursing education in programs towards a Bachelor of Science in Nursing (BSN). Methods: From June 2015 to January 2016, competencies and core curriculum from gerontological nursing education in foreign countries were analyzed using a literature review, along with an analysis of the current gerontological nursing curriculum in Korean BSN programs. Competencies and core curriculum of undergraduate nursing education for gerontological nursing were determined through expert panel discussions in the Korean Gerontological Nursing Society. Results: Data were collected from 30 BSN programs in Seoul, Kyunggido, Kangwondo, Chungchungdo, Kyungsangdo, and Jeollado. Compared with the core curriculum for gerontological nursing recommended by the National Gerontological Nursing Association, there were deficiencies in legal/ethical issues, administrative issues, nursing research in gerontological nursing, and care and service delivery. From the data and panel discussion, 13 competencies and core curriculum including 6 contents, 32 programs, and 197 learning objectives were found to be important. Conclusion: Use of the recommended curriculum from this study can address deficiencies in baccalaureate gerontological nursing education, but it is also necessary to develop textbooks based on the recommended 13 competencies and core curriculum including 6 contents, 32 programs, and 197 learning objectives.

高齢者のヘルスプロモーションを視点においた老年看護教育(シンポジウム「高齢者のヘルスプロモーションを支える看護の現状と課題」, 日本老年看護学会第4回学術集会)

高齢者のヘルスプロモーションを視点においた老年看護教育(シンポジウム「高齢者のヘルスプロモーションを支える看護の現状と課題」, 日本老年看護学会第4回学術集会)

『老年看護学』発刊20周年に寄せて : 大学における老年看護学教育の始動と学会創設の動きに焦点を当てて( 日本老年看護学会設立20周年記念:19年間の歩み)

『老年看護学』発刊20周年に寄せて : 大学における老年看護学教育の始動と学会創設の動きに焦点を当てて( 日本老年看護学会設立20周年記念:19年間の歩み)

Population Aging and the Future of Canadian Healthcare

The population of the world is aging, and the aging population should not be considered to be an insignificant contributor to increasing healthcare costs in Canada. This paper will explore the effects of aging on the healthcare system in Canada, and will address issues such as chronic illnesses associated with aging, fragmentation of healthcare services, use of an acute care model, and lack of specialized gerontological nursing education programs as contributing factors to why aging is a significant cost driver in healthcare. In addition, this paper will provide recommendations to transform Canada’s healthcare system in order to deliver sustainable and cost-effective healthcare for all.

노인간호 교육이 간호대학생의 치매에 대한 지식 및 태도, 치매정책 인식에 미치는 효과

본 연구는 노인간호 교육이 간호대학생의 치매에 대한 지식 및 태도, 치매정책 인식에 미치는 효과를 파악하기 위한 비동등성 대조군 사전, 사후 설계의 유사 실험 연구이다. K시, J시 소재 간호대학 2학년에 재학 중인 간호대학생 172명 을 대상자로 선정하여 교육군에게 56시간 노인간호 교육을 실시하였다. SPSS Win 20.0를 이용하여 평균, 백분율, t-test, x²으 로 분석하였다. 그 결과 교육군에서 평균 27.10점으로 치매에 대한 지식이 더 높았으며, 통계적으로 유의한 차이가 있었다 (t=7.500, p=.000). 치매에 대한 태도에서도 교육군의 평균이 4.10점으로 치매노인에 대한 태도가 더 긍정적이었으며, 통계적 으로 유의한 차이가 있었다(t=1.423, p=.000). 치매정책 인식에서는 교육군에서 인식이 더 긍정적으로 개선되었으나 통계적으 로 유의하지 않았다(t=1.70, p=.090). 이를 통해 노인간호 교육이 간호대학생의 치매에 대한 지식을 향상시키고 태도를 긍정 적으로 변화시키는데 효과가 있음을 알 수 있었다. 따라서 이론과 실습을 병행한 노인간호 교육과정 개발이 필요하며, 이를 위한 기초자료를 제공하고자 본 연구를 시도하였다.

Lessons learned about ageing and gerontological nursing in South Africa.

BackgroundThe unprecedented global growth in older adults merits high-quality gerontological nursing care. As gerontological nursing grows in visibility in developed and developing countries, nurses must possess a broader worldview of ageing with knowledge of physiological, psychosocial, and cultural issues.PurposeThe purpose of this article is to: (1) highlight lessons learned on differences and similarities in ageing and care of older adults in the United States of America (USA) and South Africa (SA); and (2) provide recommendations on how to advance gerontological nursing education in SA.MethodsA two-week international service-learning project was undertaken by visiting SA and learning about their nursing system and care of older adults. Service-learning is an innovative teaching-learning-service method that provided reflective and hands-on experience of gerontological nursing. This article provides a personal reflection of lessons learned about ageing and gerontological nursing during the service-learning project.FindingsCare of older adults in SA is in many ways different from and similar to that in the USA. Consequently global nurses should recognise those differences and provide culturally appropriate care. This service-learning experience also demonstrated the need for gerontological nursing education in SA. Based on this, recommendations on how to infuse and advance gerontological nursing education in SA are provided.ConclusionCaring for older adults in a global context requires knowledge and understanding of cultures and their values and practices. With a growing population of diverse older adults, there is a need for incorporation of more gerontological education in nursing curriculums and clinical experiences.

Gerontology course in the nursing undergraduate curricula.

To explores nursing faculty members' attitudes towards older people, their thoughts about gerontological nursing education. Five focus groups and a survey were used with nursing faculty members 132 at the three nursing schools to explore their attitudes towards the care of older people and the perceived status of gerontological nursing education. The survey was given to 132 faculty members, including 76 clinical instructors, 40 associate professors and 16 professors. The nursing faculty in general had a positive attitude toward older people (M=3.36, SD 0.25), and teachers' attitudes were higher than those of their nursing students (M=3.18, SD0.29). This study results suggests that Saudi nursing curricula should include more extensive gerontology content and clinical experience with older people. This is the first time in Saudi Arabia that research has listened to their voices and examined their commitments toward gerontology education.

노인전문병원 간호사의 노인에 대한 지식, 태도 및 간호실천

This study was carried out to investigate relations among knowledge, attitude, and nursing practice, and influencing factors on nursing practice of the nurses-towards the elderly in geriatric hospitals. Data were collected from March 17 to April 20, 2013 by questionnaires from 188 nurses who work at 12 geriatric hospital in D city and K city. The data were analyzed by the SPSS and AMOS programs. The subjects' knowledge score was 0.49 out of 1, attitude score of subjects 3.72 out of 7, and their nursing practice score was 3.54 out of 4. There were significant differences in nursing practice among the subjects due to age, duration of employment, current gerontological nursing education, and living with the elderly people. There were significant positive correlations among knowledge, attitude, and nursing practice. According to the research, influencing factors on nursing practice of the nurses-towards the elderly in geriatric hospitals included knowledge, attitude, and current geronological nursing education.