Identifying and Evaluating Electronic Learning Resources for Use in Adult-Gerontology Nurse Practitioner Education

Thompson, Hilaire J.; Belza, Basia; Baker, Margaret W.; Christianson, Phyllis; Doorenbos, Ardith Z.; Nguyen, Huong Q.

doi:10.1016/j.profnurs.2013.08.004

Cited by 5 publications

(2 citation statements)

References 16 publications

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“…Thus, through periodic evaluations with GNP students, GNPs, RNs, and other professionals who provide elder care in clinical practice, the educators should continually evaluate the content of major didactic courses and address the educational needs of GNPs and nurses in practice. Additionally, utilising electronic learning resources (e.g., podcasts, case studies, educational videos) may be useful in providing self-learning materials to students and improving the quality of lectures [23].…”

Section: Discussionmentioning

confidence: 99%

Nurses’ perceptions of gerontological nurse practitioner programme curricula: A qualitative descriptive study

Park,

Kim

2023

J Korean Gerontol Nurs

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Purpose: This study aimed to describe nurses’ perceptions of gerontological nurse practitioner (GNP) programme curricula, especially positive and negative aspects of the curricula and suggestions to improve the curricula. Methods: Twenty-one certified GNPs attended one or two interviews and the data obtained were analysed using a conventional content analytic method. Results: The analysis revealed seven categories and 18 subcategories. The main positive aspects of the GNP programme curricula were “Acquiring knowledge and skills to elder care through the GNP programme” and “Application of gerontological nursing-related knowledge and skills attained from the GNP programme.” The negative aspects included “Didactic education insufficient for the development of expertise in gerontological nursing” and “Ineffective and suboptimal operation of clinical practice curriculum.” Suggestions to improve the GNP programme curricula were “Enhancement of education in core courses,” “Strengthening the contents of gerontological nursing didactic courses,” and “Quality improvement of clinical practice.” Conclusion: The findings indicate that educators, policymakers, and other stakeholders should re-examine the current GNP programme curricula to provide GNP students with quality education and training pertinent to professional healthcare for older adults in various healthcare settings.

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Section: Discussionmentioning

confidence: 99%

Nurses’ perceptions of gerontological nurse practitioner programme curricula: A qualitative descriptive study

Park,

Kim

2023

J Korean Gerontol Nurs

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“…One of the major global challenges to the healthcare workforce has been seen in the context of an ageing patient demographic and the associated complexity for this patient group ( Torrens et al, 2020 ). Thompson et al (2014) suggest that the rise in complex healthcare needs of older people internationally have led to a stronger focus on this population group. As healthcare has evolved, and more is understood regarding the diagnosis of frailty in older people, there has been a need to adapt and manage the physiological decline and associated reduction of physiological reserve within this condition.…”

Section: Introductionmentioning

confidence: 99%

The changing role of Advanced Clinical Practitioners working with older people during the COVID- 19 pandemic: A qualitative research study

Morley

Kilgore

Edwards

et al. 2022

International Journal of Nursing Studies

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Raising awareness of anti-fat stigma in healthcare through lived experience education: a continuing professional development pilot study

Heidebrecht,

Fierheller,

Martel

et al. 2024

BMC Med Educ

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Background Anti-fat attitudes and weight-based discrimination are prevalent in healthcare settings and among healthcare practitioners and clinical trainees, and can result in immense harm to patients. There is increasing recognition that anti-fat bias in healthcare is a critical issue that must be addressed, but there is a dearth of evidence demonstrating sustained attitude and behavioural change among clinicians, illustrating a need for more innovative educational approaches and rigorous evaluation. We describe the co-design and delivery of a narrative-based continuing professional development curriculum aimed at raising awareness of weight-based bias and stigma. Methods Our research team of lived experience educators, clinicians and researchers collaboratively developed a series of seven podcast episodes comprised of narrative descriptions of lived experiences with and impacts of weight bias, stigma and discrimination in healthcare settings, as well as a post-podcast workshop to facilitate reflection and discussion between participants. The curriculum was piloted among 20 clinicians practicing at a large urban hospital in Mississauga, Canada. We explored feasibility, acceptability and learning impact by analyzing responses to questionnaires completed following each podcast episode and responses shared during the workshops and follow-up feedback sessions. Results We observed high acceptability and feasibility of the curriculum. Participants experienced the podcast as a practical and convenient learning format and the workshop as a valuable opportunity to collectively debrief and reflect. The learning impact of the curriculum was strong; participants described a range of emotions elicited by the podcasts, engaged in self-reflection, and expressed a desire to modify clinical approaches. Barriers to the application of learnings identified by participants include pervasiveness of the use of body mass index (BMI) as an indicator of risk and a criterion for referral; discomfort with difficult conversations; prevalent biomedical understandings about the association between weight and health; and clinicians’ defensiveness. Conclusion This pilot study yielded promising findings and demonstrated potential impact on weight bias and stigma among healthcare providers. Necessary next steps include conducting larger scale, rigorous evaluations of the curriculum among broader populations, both health professions trainees and current healthcare providers.

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Identifying and Evaluating Electronic Learning Resources for Use in Adult-Gerontology Nurse Practitioner Education

Cited by 5 publications

References 16 publications

Nurses’ perceptions of gerontological nurse practitioner programme curricula: A qualitative descriptive study

Nurses’ perceptions of gerontological nurse practitioner programme curricula: A qualitative descriptive study

The changing role of Advanced Clinical Practitioners working with older people during the COVID- 19 pandemic: A qualitative research study

Raising awareness of anti-fat stigma in healthcare through lived experience education: a continuing professional development pilot study

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