Gerontology within district nurse education

Abstract

This paper describes a research study designed to explore approaches to integrating gerontological principles within district nurse education courses. Data were collected by a descriptive survey approach. The findings of the study indicated that various approaches were used to incorporate gerontological content within the curriculum. The district nurse lecturer emerged as the crucial link in ensuring subject material related to the specialism of district nursing, and the community practice teacher was significant in enabling students to relate gerontological theory to practice-based learning. The district nurse lecturer also emerged as supportive of the multi-disciplinary nature of gerontology by encouraging shared learning activities with a range of other community health care students. Against the background of major changes in community health care delivery, district nurses are identifying areas of expertise within their role as community health care nurses. One such area of expertise lies in the care of older people within the community, who form a high percentage of patients on the district nurse's caseload. In order to ensure that district nurses are effectively prepared to meet the specialist needs of older people, district nurse education courses must incorporate gerontological content within their programmes.

The evolving educational needs of nurses caring for the older adult: a literature review

“…The terminology employed has altered over past decades and is in large part a reflection of trends in social care. ‘Geriatric’ may have been appropriate 20 years ago but generally as a term it is no longer used, which according to Ryder (1994) is probably because of its negative connotations including implied physical disability and frailty. Older people themselves have rejected this descriptor and its stereotyping ( Walker 1993) as they live longer, feel fitter and are more financially secure than previous generations.…”

“…Ryder (1994) suggests that topics which cover population ageing, biology, sociology, psychology, economics, health and social services should be included within the curriculum for care of the older person. These provide a general foundation of knowledge, although it is recognized that the specific needs of the individual client vary.…”

The community gerontological nurse: themes from a needs analysis

“…Thus, the issue of specialization in nursing, the need for a more socially orientated approach to care, and the need to integrate historically diverted sub-disciplines are common to both studies and presumably represent the current state of nursing as a whole, rather than the unique features of each sub-discipline. Ryder (1994) identi®ed three de®nitions of gerontology in the literature. Gerontology has been described as the study of: (1) the`complex multidimensional process of ageing which occurs over time', (2) the`characteristics of`w ell'' elderly people and the contribution older people themselves can make' and of (3)`multiprofessional practice' (Ryder 1994 p. 432).…”

Will Students Be Prepared? Current Status of Gerontological Content in Entry-Level Occupational Therapy Programs in Canada

“…The gerontological content within other health professional schools in Canadian and American programs including nursing, medicine and optometry have been examined (Brower & Yurchuck, 1993;Earthy, 1993;Hazzard, 1994;Newbern, Barba, Courts, & Kennedy-Malone, 1994;Rosenfeld, Bottrell, Fulmer, & Mezey, 1999;Rumsey, 1993;Ryder, 1994). There is a wide variation in gerontological content amongst various programs.…”

“…Clinical fieldwork allows theoretical academic knowledge to be integrated into practice (Ryder, 1994;Schlepp, 1990;Steward, 1996). This enables students to learn about the specific occupational therapy skills for working with older adults and to learn about the team approach to the delivery of health care with this population.…”