Educator Readiness to Improve Gerontological Curricula in Health and Social Service Education

McCleary, Lynn; Boscart, Véronique; Donahue, Peter; Harvey, Kelsey

doi:10.1017/s0714980817000381

Cited by 12 publications

(13 citation statements)

References 28 publications

(72 reference statements)

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“…Canadian gerontological experts have developed gerontological competencies for nursing programs [ 34 ], and professional gerontological nursing standards and competencies to meet best practice expectations [ 35 ]. Unfortunately, these competencies have not been consistently incorporated into accreditation processes or curriculum revision initiatives and Canadian health and social service faculty are often unaware of published gerontological competencies that could aid them in curricular evaluation and optimization [ 36 ]. Barriers to integrating gerontological competencies include insufficient faculty expertise in gerontology and little recognition that gerontological competencies are needed [ 36 ].…”

Section: Introductionmentioning

confidence: 99%

“…Unfortunately, these competencies have not been consistently incorporated into accreditation processes or curriculum revision initiatives and Canadian health and social service faculty are often unaware of published gerontological competencies that could aid them in curricular evaluation and optimization [ 36 ]. Barriers to integrating gerontological competencies include insufficient faculty expertise in gerontology and little recognition that gerontological competencies are needed [ 36 ]. If ageism was acknowledged, there would be a stronger impetus for implementing these competencies, thereby better serving older Canadians.…”

Section: Introductionmentioning

confidence: 99%

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Awakening Canadians to ageism: a study protocol

et al. 2021

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Background Making 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. Methods To 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. Discussion Findings 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.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Awakening Canadians to ageism: a study protocol

et al. 2021

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“…Unfortunately, the educational preparation for RNs does not always address the different facets of the RN role. Despite standardized expectations for all baccalaureate nursing programs (Canadian Association of Schools of Nursing, 2015), McCleary, Boscart, Donahue, and Harvey (2014) and Hirst, Lane, and Stares (2012) found that gerontological content is insufficient in most BScN curriculum across the country. Furthermore, many new nursing graduates do not have the capabilities required to take on a leadership role, regardless of care setting, upon graduation (Bowers, 2011).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing New RNs’ Supervisory Performance in Long-Term Care Facilities

et al. 2017

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In long-term care facilities (LTCF), registered nurses (RNs) perform both clinical and supervisory roles as part of a team aiming to provide high-quality care to residents. The residents have several co-morbidities and complex care needs. Unfortunately, new RNs receive minimal preparation in gerontology and supervisory experience during their program, leading to low retention rates and affecting resident outcomes. This qualitative study explored factors that influence supervisory performance of new RNs in LTCF from the perspective of 24 participants from Ontario, Canada. Data were collected through individual interviews, followed by a directed content analysis. Three levels of influences were identified: personal influences, organizational influences, and external influences. Each level presented with sub-elements, further describing the factors that impact the supervisory performance of the new RN. To retain new RNs in LTC, organizations must provide additional gerontological education and mentoring for new RNs to flourish in their supervisory roles.

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“…As indicated earlier, Koskinen et al's (2015) review suggested gerontology competencies could facilitate improvements to gerontological content in nursing curricula. Scholars examining how healthcare professionals incorporate content to facilitate gerontological competence suggested that educator gerontological expertise is necessary to bring these competencies into the curricula in a meaningful way (McCleary et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Registered nurses’ reflections on their educational preparation to work with older people

Dahlke

Kalogirou

Swoboda

2021

Int J Older People Nursing

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Background Negative perceptions about working with older people within nursing contribute to the deficit of educators with expertise to teach student nurses, and nurses graduating ill‐equipped to work with the ageing population. The perceptions of nurses who have recently graduated from a nursing programme can provide insights into what they wished they knew about working with older people before they graduated. Methods A qualitative descriptive study design examined recently graduated registered nurses’ reflections on their education preparation to work with older people. Content and thematic analysis was used to develop the themes of first impressions and preparation to work with older people. Results Key findings were that nurses did not recognise the importance of learning about older people until they had graduated. Only then did they realise that the ageing population was so complex and prevalent. They perceived a lack of education particularly related to working with older people with dementia and their behaviours, as well as learning how to communicate to an older population. Participants perceived that as students, it was up to them to fit in learning about working with older people without the support of faculty. Conclusions Faculty need to be supported in learning how to best incorporate content about older people into their curriculum. This could include the development of learning activities that dispel negative stereotypes about ageing and facilitates interest in older people, as this is the population, students are most likely to work with when they graduate. Implications for practice Nurses in practice may require education on working with people with dementia as it is a deficit in nursing programmes.

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Educator Readiness to Improve Gerontological Curricula in Health and Social Service Education

Cited by 12 publications

References 28 publications

Awakening Canadians to ageism: a study protocol

Awakening Canadians to ageism: a study protocol

Factors Influencing New RNs’ Supervisory Performance in Long-Term Care Facilities

Registered nurses’ reflections on their educational preparation to work with older people

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