Gerontology Required Core Courses and Gerontology Academic Program Success

Abstract

Gerontology, geriatrics, and aging studies (GGA) academic programs are charged to produce competent graduates to work in the field of aging. The Association for Gerontology in Higher Education recommends core courses that are required in GGA academic programs throughout the United States. This article reports findings on the role of the core courses in promoting GGA program success, as defined by graduates' employment status. Objective and subjective measures of the core courses were collected by mail questionnaire from 230 graduates of GGA programs in the largest U.S. public higher education system. Program success was apparent in graduates' timely attainment of employment, employment in aging-related jobs, and job satisfaction. Core courses were evaluated highly by graduates; they were related to program success directly, and indirectly through graduates' subjective evaluations.

Examining the Curricula for Entry-Level Social Workers in Aging-Related Fields

“…The findings show that the majority of alumni rate these programs as being very useful in preparing them to work in aging-related fields and in their daily life (Gilford, Gibson, & Newton, 2005;Kim & Peterson, 1999;Usita, Blienzner, & Roberto, 1998). The graduates of a Master's program are significantly more likely than their undergraduate program counterparts to report the usefulness of the program (Masunaga, Peterson, & Seymour, 1998); recent graduates and older alumni are more likely to assess the core courses as useful (Kim & Peterson, 1999).…”

“…A recent survey found that gerontology education and training were positively correlated with attainment in aging-related jobs, and the number of courses taken positively affected job satisfaction (Gilford et al, 2005). Compared to undergraduate program alumni, the graduates of a Master's program are more likely to have full-time jobs in the field of aging and earn higher salaries (Masunaga et al, 1998).…”

Improving Gerontology Content in Baccalaureate Nursing Education through Knowledge Transfer to Nurse Educators

“…One would expect that students in these programs would have improved attitudes, knowledge and skills with regard to care of the older adult. Process evaluations could be conducted to determine whether the information taught in the modules was transferred to their clinical learning environments (Gilford et al 2005). With an increase in adoption of gerontology knowledge into curricula, one would expect that the Canadian Registered Nursing Examination marks related to care of the elderly would improve, as students would be better prepared.…”

An Emerging Typology of Academic Interdisciplinary Gerontology Centers in the United States

“…These included guidelines and teaching strategies to promote collaboration in gerontology (Cianciolo et al, 2001;Kuder, Gairola, & Hamilton, 2001), the role of designated geriatric education centers in preparing health professionals and in meeting specific population needs (Buckwalter et al, 1988;Clark, 2002a;Pariak & Klein, 1996/1997, and the current status and future directions for gerontology education (Anderson, 1999;Bass & Ferraro, 2000). Others addressed factors influencing success of interdisciplinary training programs in geriatrics (Reuben et al, 2003), and gerontology program evaluation (Clark, 2002a,b;Gilford, Gibson, & Newton, 2005;Hawk, Byrd, & Killinger, 2001;Hyer et al, 2000).…”