Development of core competencies and a recognition program for gerontological nursing educators

Wyman, Jean F.; Abdallah, Lisa; Baker, Natalie R.; Bell, Charlene; Cartwright, Juliana C.; Greenberg, Sherry A.; Kim, Jennifer; Krichbaum, Kathleen E; Mueller, Christine A; Overcash, Janine; Skemp, Lisa; Son, Catherine R Van

doi:10.1016/j.profnurs.2019.04.003

Cited by 29 publications

(32 citation statements)

References 32 publications

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“…In this study, none of the educators had prior education in gerontology, but lack of qualified faculty with gerontological expertise within nurse education is not uncommon ( Wyman et al, 2019 ). Nurse educators have an important role in promoting interest in GN and to challenge negative attitudes, cultural constructs, and stereotypes regarding older people ( Davis & Smith, 2013 ).…”

Section: Discussionmentioning

confidence: 93%

Teaching Gerontology in Transcultural Academics: A Phenomenographic Study of Thai and Swedish Nurse Educators’ Conceptions of Gerontological Nursing

Mattsson

Rosendahl

2022

J Transcult Nurs

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Introduction: There is an urgent need for registered nurses with gerontological competence within long-term care (LTC) of older adults. Despite increases of life expectancy, LTC for older adults is not emphasized in nursing curricula in neither Sweden nor Thailand. Thus, the aim was to explore conceptions on gerontological nursing (GN) among Swedish and Thai nurse educators. Method: A qualitative phenomenographic method, based on open-ended interviews with five Thai and nine Swedish nurse educators was conducted. Results: The results indicate a paradox between the educators’ knowledge about the implications of global aging, their hope of own aging, and LTC. The ethical responsibility of being credible and a source of inspiration in teaching about aging are focused, while GN seem to be less important. Discussion: To increase students’ interest in GN, measures need to be taken within the educational arenas, where the educators’ own conceptions toward GN, cultural aspects of aging, and LTC are discussed.

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Section: Discussionmentioning

confidence: 93%

Teaching Gerontology in Transcultural Academics: A Phenomenographic Study of Thai and Swedish Nurse Educators’ Conceptions of Gerontological Nursing

Mattsson

Rosendahl

2022

J Transcult Nurs

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“…There are however gerontological nurses and organisations that are working hard to integrate gerontological competencies into nursing curricula. The National Hartford Center of Gerontological Excellence has developed nurse educator gerontological competencies and a distinguished educator in gerontological education program to promote the uptake of gerontological education in nursing schools (Wyman et al, 2019). Moreover, the Gerontological Society of America has an academy for gerontology in higher education, whose mission is to advance gerontology and geriatrics education in academic institutions (The Gerontological Society of America…”

Section: Ag Eismin Nur Sing Educ Ationmentioning

confidence: 99%

Harnessing nursing to diminish ageism

Dahlke¹,

Hunter²

2021

Int J Older People Nursing

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BackgroundThe common practice of making fun of aging and older people demonstrates that ageism towards older people is socially acceptable. It is so accepted that even those of us who are aging or have moved into the ‘third act’ believe and fear the negative stereotypes that growing old is linked with physical and mental deterioration, dependence, and less social value. Ageism is evident in work places, family relationships, when older people purchase goods and services, in health and social institutions and extends throughout professions that work with older people.ObjectivesWe explore how nurses—the largest group of healthcare professions— may be inadvertently perpetuating negative perceptions about older people in nursing practice, nursing education, and through common misconceptions about what gerontological nursing means.MethodsThis is discussion paper using the literature.ResultsWe suggest that nursing education is well situated to diminish negative perspectives of ageing by incorporating theories of life‐course and harmonious aging into the holistic perspective of individuals that nursing is well known for.ConclusionsGreater understanding about the diversity of ageing and the context that have influenced older persons could encourage nurses to treat them holistically with dignity, which would ultimately improve older people’s experiences. Improving older persons’ experiences is like paying it forward, as we all are ageing and if we are to have a different experience when we are old, it is necessary to diminish stereotypes about ageing, and work towards inclusion of older people in social and healthcare institutions.Implications for practiceIt is important for nurses, particularly those in nursing education, to support the incorporation of a life course and harmonious view of aging in which the social, political, and environmental context of individuals are viewed as part of the difference of ageing.

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“…(2) serves as an advocate and positive role model for quality care of older adults; (3) implements innovative teaching strategies for engaging students in learning about healthy aging and care of older adults; (4) facilitates interprofessional learning opportunities for students related to healthy aging and care of older adults; (5) facilitates the integration of concepts of healthy aging and care of older adults in academic and/or professional curricula; (6) collaborates in the evaluation of learning about healthy aging and care of older adults in academic and/or professional development programs; and (7) demonstrates scholarship and leadership that advances gerontological nursing education and practice, and fosters others' professional development. Th e process of development, core competencies, defi nitions, and exemplars are described in more detail in the Journal of Professional Nursing (Wyman et al, 2019) and on the NHCGNE website (access https://www.nhcgne.org/corecompetencies-for-gerontologicalnursing-excellence).…”

Section: Nurse Educator Core Competencies In Gerontological Nursingmentioning

confidence: 99%

“…As in other specialties, competencies are important to not only defi ne the requisite expertise, but to also guide career development, faculty selection, and faculty advancement. To address this need, the National Hartford Center of Gerontological Nursing Excellence (NHCGNE) commissioned an Expert Panel to develop the core competencies (Wyman et al, 2019). Th e Expert Panel used a three-phase iterative development process to develop the core competencies and a national survey to validate the competencies, description, and associated exemplars.…”

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confidence: 99%

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Promoting Quality Instruction in the Care of Older Adults: Core Competencies for Gerontological Nurse Educators

Skemp

Wyman

2019

J Gerontol Nurs

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M r. Smith, an 86-year-old man, was having problems with vision loss in one eye and visited his medical specialist. During the visit with the specialist and the nursing student, they recommended a battery of tests that Mr. Smith did not think was needed. Th is discussion quickly escalated into an argument and the specialist mentioned that the tests were important and if Mr. Smith did not have them, the specialist could take his driver's license away because he was not a safe driver. Th e nursing student felt uncomfortable with the situation; however, she didn't know what to say in the heat of the argument. When she spoke with her nursing instructor, the instructor affi rmed that there was nothing she could have done, the specialist was correct. Not only did Mr. Smith not have the tests, this was also the last time he went to this specialist, and for a while, any health care provider. As gerontological nurses, we know the importance of health providers who understand aging and the diverse life processes undergone as one ages. We also understand the critical role of gerontological nurses in helping our interprofessional colleagues better understand how to compassionately and properly care for older adults. Development of this understanding begins the fi rst day that nursing students enter their educational program and continues

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Development of core competencies and a recognition program for gerontological nursing educators

Cited by 29 publications

References 32 publications

Teaching Gerontology in Transcultural Academics: A Phenomenographic Study of Thai and Swedish Nurse Educators’ Conceptions of Gerontological Nursing

Teaching Gerontology in Transcultural Academics: A Phenomenographic Study of Thai and Swedish Nurse Educators’ Conceptions of Gerontological Nursing

Harnessing nursing to diminish ageism

Promoting Quality Instruction in the Care of Older Adults: Core Competencies for Gerontological Nurse Educators

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