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Picella DV, Woods DL. Development of the Gerontological Nursing Competency Questionnaire. Nurs Educ Perspect 2024; 45:E16-E21. [PMID: 38497786 DOI: 10.1097/01.nep.0000000000001254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/19/2024]
Abstract
AIM The aim of this study was to develop an instrument to measure competencies of gerontological nursing faculty. BACKGROUND There is no accepted instrument to assess competencies of gerontological nursing faculty. METHOD To develop the Gerontological Nursing Competency Questionnaire (GNCQ), we used a modified Delphi technique focused on consensus building among experts from the National Hartford Center for Gerontological Nursing Excellence. The 25-item GNCQ measures confidence in knowledge, confidence in teaching, and interest in further training in gerontological nursing. The instrument was piloted in a large nursing department at a university in southern California. RESULTS Low faculty competencies in knowledge and teaching and low interest in further training were observed. CONCLUSION The GNCQ demonstrated initial content validity and an ability to identify key areas of deficiency in knowledge and teaching among nursing faculty. It may be used for improvement initiatives in gerontological nursing programs.
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Affiliation(s)
- David Vincent Picella
- About the Authors David Vincent Picella, PhD, FNP, CNS, GS-C, CPG, is an assistant professor at Azusa Pacific University School of Nursing, Azusa, California. Diana Lynn Woods, PhD, RN, FAAN, FGSA, is a professor at Azusa Pacific University School of Nursing. For more information, contact Dr. Picella at
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Tate K, Guney S, Lai C, Van Son C, Kennedy M, Dahlke S. Gerontological nursing competencies: A scoping review. NURSE EDUCATION TODAY 2024; 133:106034. [PMID: 37988828 DOI: 10.1016/j.nedt.2023.106034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 10/25/2023] [Accepted: 11/05/2023] [Indexed: 11/23/2023]
Abstract
BACKGROUND Despite decades of advocates striving to enhance gerontological content in baccalaureate nursing programs, nurses are still graduating with inadequate knowledge and skills to work with older adults. Scholars suggest that incorporating entry-to-practice gerontological competencies could be one way to improve graduating nurses' knowledge about older adults. AIM To examine the state of gerontological entry to practice competencies and standards for baccalaureate-prepared nurses around the world. DESIGN We conducted a scoping review of the literature using the Joanna Briggs Institute (JBI) framework and followed PRISMA-ScR guidelines to report findings. METHODS We performed searches from inception to June 20th 2022 in Medline and EMBASE via OVID, CINAHL via EBSCOhost, Scopus, and Cochrane Library via Wiley. We conducted a search on GOOGLE for grey literature. We included literature that examined 1) baccalaureate nursing programs, 2) gerontological competencies/standards, and 3) older people/adults. RESULTS We found 8 literature sources, 4 of which were academic papers and 4 documents describing gerontological entry-to-practice standards and competencies from national nursing associations. Gerontological competencies highlight providing person-centered care to older people and their families across many care contexts. This care includes relational and cultural competence, exhibiting professional values and screening for potential elder abuse. Scholars in two papers relayed their experiences incorporating gerontological competencies into their curricula and two studied student nurses' gerontological competency. CONCLUSIONS There is interest and some progress in developing and incorporating gerontological competencies in various countries but not enough. A coordinated approach to sharing information and expertise among nations is needed to develop international gerontological competencies to facilitate improved nursing care with older adults.
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Affiliation(s)
- Kaitlyn Tate
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy 11405-87 Ave NW, Edmonton, AB T6G 1C9, Canada.
| | - Seda Guney
- Faculty of Nursing, Koç University, Health Sciences Campus, Davutpaşa Caddesi, No: 4 34010 Topkapı, Istanbul, Turkey.
| | - Claudia Lai
- School of Nursing, The Hong Kong Polytechnic University, Yuk Choi Road, Hung Hom, Hong Kong.
| | | | - Megan Kennedy
- John W Scott Health Sciences Library, University of Alberta 2K.28 Walter C Mackenzie Health Sciences Centre, Edmonton, AB T6G 2R7, Canada.
| | - Sherry Dahlke
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy 11405-87 Ave NW, Edmonton, AB T6G 1C9, Canada.
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Chen H, Pu L, He S, Hu X, Chen Q, Huang Z, Cheng L. Status and associated factors of gerontological nurse specialists' core competency: a national cross-sectional study. BMC Geriatr 2023; 23:450. [PMID: 37479983 PMCID: PMC10362742 DOI: 10.1186/s12877-023-04153-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Accepted: 07/04/2023] [Indexed: 07/23/2023] Open
Abstract
BACKGROUND Nurses' core competency directly affects patients' safety and health outcomes. Gerontological nurse specialists play an essential role in improving older adults' health status. However, little is known about their core competency level and the factors influencing core competency. Therefore, this study aimed to investigate the status of core competency and factors influencing the core competency of gerontological nurse specialists in China. METHODS A multicenter cross-sectional study was conducted on gerontological nurse specialists certified by province-level or above organizations across China between March 2019 and January 2020. The Revised Core Competency Evaluation Instrument for Gerontological Nurse Specialists was used to measure participants' core competency. The median, frequencies, and percentages were used to describe participants' characteristics and level of core competency. Multivariate stepwise regression analysis was applied to analyze the factors influencing core competency. RESULTS The median score of gerontological nurse specialists' core competency was 3.84, and professional development skills and research and analysis decision-making skills had the lowest scores among the dimensions. The multivariate stepwise regression analysis showed that individual-level factors (i.e., working experience length of geriatric nursing and attitudes toward caring for older adults), employer-level factors (i.e., departments, job responsibilities, the degree of satisfaction toward the attention and support and the promotion rules provided by the hospital or department), and training-associated factors (i.e., economic zone where training organizations are located and the degree to which the training content met clinical needs) are independently associated with gerontological nurse specialists' core competency level (P < 0.05). CONCLUSIONS This study showed that gerontological nurse specialists' core competency needs further improvements, especially regarding professional development skills and research and analysis decision-making skills. Additionally, individual-, training-, and employer-level factors could influence their core competency level, indicating that interventions targeting these factors could be applied to improve the core competency of gerontological nurse specialists.
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Affiliation(s)
- Hongxiu Chen
- West China School of Nursing, Innovation Center of Nursing Research, Nursing Key Laboratory of Sichuan Province, West China Hospital, Sichuan University, Chengdu, China
| | - Lihui Pu
- Menzies Health Institute & School of Nursing and Midwifery, Griffith University, Brisbane, Australia
| | - Shengyuan He
- West China School of Nursing, Innovation Center of Nursing Research, Nursing Key Laboratory of Sichuan Province, West China Hospital, Sichuan University, Chengdu, China
| | - Xiuying Hu
- Innovation Center of Nursing Research, Nursing Key Laboratory of Sichuan Province, West China Hospital, Sichuan University, Chengdu, China.
| | - Qian Chen
- Innovation Center of Nursing Research, Nursing Key Laboratory of Sichuan Province, Center of Gerontology and Geriatrics, West China Hospital, Sichuan University, Chengdu, China
| | - Zhaojing Huang
- Innovation Center of Nursing Research, Nursing Key Laboratory of Sichuan Province, Center of Gerontology and Geriatrics, West China Hospital, Sichuan University, Chengdu, China
| | - Linan Cheng
- West China School of Nursing, Innovation Center of Nursing Research, Nursing Key Laboratory of Sichuan Province, West China Hospital, Sichuan University, Chengdu, China
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Oosterhouse KJ, Skemp L, Abdallah L, Grealish L. The role of awards in promoting educational leadership in nursing: A qualitative descriptive study in gerontological nursing. Heliyon 2023; 9:e16113. [PMID: 37251834 PMCID: PMC10209396 DOI: 10.1016/j.heliyon.2023.e16113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Revised: 04/12/2023] [Accepted: 05/05/2023] [Indexed: 05/31/2023] Open
Abstract
Background As the population ages, the need for high quality nursing education in the unique health and illness needs of older people is required at undergraduate and postgraduate levels. Gerontological nursing and gerontological nursing education are critically important in this new age of human longevity and chronic disease. To facilitate high quality and engaging educational practices in gerontology, the National Hartford Center for Gerontological Nursing Excellence offered a professional recognition award program, entitled the Distinguished Educator in Gerontological Nursing Award (the Award). Objectives Describe participants' perceptions of an awards program in gerontological nursing education. Design Qualitative descriptive research. Settings National Hartford Center for Gerontological Nursing Excellence, a professional body that aims to enhance and sustain the capacity and competency of nurses to provide quality care to older adults, opened the Award to international applications in 2018. Participants Nine awardees, residing in North America and Asia. Methods Semi-structured individual interviews followed by inductive, thematic analysis. Results The Award was valued for its prestige and recognition; the process of applying was affirming; and achievement of the Award strengthened awardee confidence to lead and advocate for gerontological nursing education. A model for understanding the Award, focused on value, application and confidence is proposed. Conclusions The use of award programs for gerontological education expertise may improve nurse educators' confidence and performance within educational settings. How the Award impacts student learning remains unknown. Further research into the benefits and limitations of award programs for nurse educators specializing in gerontological nursing and other fields, their managers, and students is required to fully understand the role of educational award programs in nursing.
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Affiliation(s)
- Kimberly J. Oosterhouse
- Loyola University Chicago, Marcella Niehoff School of Nursing, 2160 S. 1st Ave. Bldg. 125, Rm. 2522, Maywood, IL 60153, USA
| | - Lisa Skemp
- Loyola University Chicago, Marcella Niehoff School of Nursing, Chicago, IL 60606, USA
| | - Lisa Abdallah
- University of Massachusetts Lowell, Solomont School of Nursing, Lowell, MA 01854, USA
| | - Laurie Grealish
- Griffith University, Gold Coast Campus, Southport 4215, Australia
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Instrument Evaluation: Attitudes Toward Older Adults and Intent to Work in Geriatrics. Nurs Educ Perspect 2023; 44:107-109. [PMID: 36800407 DOI: 10.1097/01.nep.0000000000000959] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/18/2023]
Abstract
ABSTRACT Despite the increasing demand for nurses in geriatrics, interest lags in working with older adults. The Carolina Opinions on the Care of Older Adults instrument assesses attitudes toward older adults, with one subscale assessing intention to work with older adults. The instrument was used in a pretest/posttest study with prelicensure students enrolled in a gerontological nursing course. Posttest scores showed an improvement in attitudes toward older adults. The geriatric career choice subscale showed no pretest/posttest changes. The Carolina Opinions on the Care of Older Adults instrument is a suitable measure to assess changes in attitudes and intention to work with older adults.
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Mueller C, Travers JL. Policy Priorities for a Well-Prepared Nursing Home Workforce. THE PUBLIC POLICY AND AGING REPORT 2023; 33:S5-S10. [PMID: 36817185 PMCID: PMC9933699 DOI: 10.1093/ppar/prac029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/10/2023]
Affiliation(s)
- Christine Mueller
- University of Minnesota School of Nursing, Minneapolis, Minnesota, USA
| | - Jasmine L Travers
- New York University Rory Meyers College of Nursing, New York, New York, USA
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Sidhu NS, Allen KJ, Civil N, Johnstone CSH, Wong M, Taylor JA, Gough K, Hennessy M. Competency domains of educators in medical, nursing, and health sciences education: An integrative review. MEDICAL TEACHER 2023; 45:219-228. [PMID: 36179761 DOI: 10.1080/0142159x.2022.2126758] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE Competencies for educators of healthcare professionals are important for demonstrating accountability, defining roles and responsibilities, structuring activities for training and development, defining standards, quality assurance, performance reviews, career development, and promoting the professionalisation of teaching. The frameworks and domains of educator competencies have not previously been reviewed or systematically described. Through this integrative review, the authors sought to identify an inclusive structure for competency domains that may be applied to educators. METHODS Keywords were identified in a pilot search, followed by a multi-database search strategy of records published from 2000 to January 2020 with subsequent backward and forward reference searches. We included all record types that listed or described educator competency domains in medical, nursing and health sciences education. We excluded records that described 'ideal traits' or 'characteristics of good teachers/educators,' presented competencies as part of a larger curricular framework, and teaching assessment tool content. RESULTS The multi-database search retrieved 2942 initial citations. From a full-text review of 301 records, 67 were identified as describing educator competency domains eligible for analysis. Documents contained a median of six domains (interquartile range = 5-7) and 14.9% incorporated at least one overarching element across their domains. Following an inductive thematic analysis, six distinct domains of educator competence were identified: Teaching and facilitating learning; Designing and planning learning; Assessment of learning; Educational research and scholarship; Educational leadership and management; Educational environment, quality, and safety. The two latter domains contained sub-themes that were able to be further categorised. Documents and frameworks were described for a wide variety of health and allied health disciplines. CONCLUSION Distinct educator competency domains were identified in this analysis, applicable across a range of healthcare disciplines. Along with the description of design elements, these provide a guide for the development and evaluation of educator competency frameworks.
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Affiliation(s)
- Navdeep S Sidhu
- Department of Anaesthesia and Perioperative Medicine, North Shore Hospital, Auckland, New Zealand
- Department of Anaesthesiology, University of Auckland, Auckland, New Zealand
| | - Kara J Allen
- Department of Anaesthesia and Pain Management, Royal Melbourne Hospital, Melbourne, Australia
- Department of Critical Care, University of Melbourne, Melbourne, Australia
| | - Nina Civil
- Department of Anaesthesia and Pain Medicine, Waikato Hospital, Hamilton, New Zealand
| | - Charlotte S H Johnstone
- Department of Anaesthetics, Royal Prince Alfred Hospital, Sydney, Australia
- The University of Sydney School of Medicine, Sydney, Australia
| | - Maggie Wong
- Department of Anaesthesia, Royal Women's Hospital, Melbourne, Australia
- Australian and New Zealand College of Anaesthetists, Melbourne, Australia
| | - Jennifer A Taylor
- Department of Anaesthesia, Pain and Perioperative Medicine, Counties Manukau Health, Auckland, New Zealand
| | - Katherine Gough
- Department of Anaesthetics, Royal Prince Alfred Hospital, Sydney, Australia
| | - Maurice Hennessy
- Australian and New Zealand College of Anaesthetists, Melbourne, Australia
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Mueller CA, Travers JL. Policy Priorities for a Well-Prepared Nursing Home Workforce. J Am Geriatr Soc 2023; 71:322-328. [PMID: 36795633 DOI: 10.1111/jgs.18261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Accepted: 01/23/2023] [Indexed: 02/17/2023]
Affiliation(s)
| | - Jasmine L Travers
- New York University Rory Meyers College of Nursing, New York, New York, USA
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Dijkman BL, Hirjaba M, Wang W, Palovaara M, Annen M, Varik M, Cui Y, Li J, van Slochteren C, Jihong W, Feiteng C, Luo Y, Chen Y, Paans W. Developing a competence framework for gerontological nursing in China: a two-phase research design including a needs analysis and verification study. BMC Nurs 2022; 21:285. [PMID: 36284321 PMCID: PMC9597998 DOI: 10.1186/s12912-022-01074-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Accepted: 10/19/2022] [Indexed: 11/21/2022] Open
Abstract
Background China faces a serious shortage of competent nurses who can address the healthcare needs of older people in an ageing society. Chinese higher education institutes face serious challenges when it comes to developing new curricula that are capable of educating sufficient numbers of competent gerontological nurses. Therefore, the aim of this research study was to identify and verify competencies for gerontological nurses in China that are needed to provide nursing care for the growing number of older people in all care settings. This study takes into account the possible opportunities that trends and developments may offer in the near future. Methods In this study, a two-phase research design was used. The first phase concerned needs analysis, including a situational analysis, a trend analysis and a competence analysis. This process resulted in a draft competence framework. The second phase addressed the verification of the competence framework through a two-round Delphi study with a panel of Chinese and European experts. This process led to the final competence framework. Results The final competence framework for gerontological nursing in China included six competencies divided into 13 essential and five relevant learning outcomes. The competencies are: ‘providing gerontological care’, ‘communication and collaboration’, ‘organization of gerontological nursing care’, ‘health promotion’, ‘evidence-based nursing and lifelong learning’ and ‘professional behaviour’. Conclusion The framework comprehensively covers the six core competencies that nurses who care for older people should possess. These competencies are well-embedded in a Chinese context. The framework therefore offers concrete, practical suggestions for the competencies and skills that nursing graduates will need to work in current and future professions related to gerontological nursing education and practice. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-01074-y.
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Affiliation(s)
- Bea L. Dijkman
- grid.411989.c0000 0000 8505 0496Research Group Nursing Diagnostics, School of Nursing, Hanze University of Applied Sciences Groningen, Groningen, The Netherlands
| | - Marina Hirjaba
- grid.449368.40000 0004 0414 8475School of Health and Social Studies, JAMK University of Applied Sciences, Jyväskylä, Finland
| | - Wenwen Wang
- Nursing Department, Guangzhou Health Science College, Guangzhou, China
| | - Marjo Palovaara
- grid.449368.40000 0004 0414 8475School of Health and Social Studies, JAMK University of Applied Sciences, Jyväskylä, Finland
| | - Marjolein Annen
- grid.411989.c0000 0000 8505 0496Research Group Nursing Diagnostics, School of Nursing, Hanze University of Applied Sciences Groningen, Groningen, The Netherlands
| | - Merle Varik
- grid.466158.80000 0004 0494 6661Nursing and Midwifery Department, Tartu Health Care College, Tartu, Estonia
| | - Ying’ai Cui
- grid.410560.60000 0004 1760 3078School of Nursing, Guangdong Medical University, Dongguan, China
| | - Jing Li
- grid.411601.30000 0004 1798 0308Nursing College, Beihua University, Jilin, China
| | - Cornelia van Slochteren
- grid.411989.c0000 0000 8505 0496Research Group Nursing Diagnostics, School of Nursing, Hanze University of Applied Sciences Groningen, Groningen, The Netherlands
| | - Wang Jihong
- grid.411601.30000 0004 1798 0308Nursing College, Beihua University, Jilin, China
| | - Chen Feiteng
- grid.411601.30000 0004 1798 0308Nursing College, Beihua University, Jilin, China
| | - Yu Luo
- Nursing Department, Guangzhou Health Science College, Guangzhou, China
| | - Yudong Chen
- grid.410560.60000 0004 1760 3078School of Nursing, Guangdong Medical University, Dongguan, China
| | - Wolter Paans
- grid.411989.c0000 0000 8505 0496Research Group Nursing Diagnostics, School of Nursing, Hanze University of Applied Sciences Groningen, Groningen, The Netherlands
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Antipodean Perspectives—Aged Care Nursing and the Multifaceted Role of the Aged Care Nurse. NURSING REPORTS 2022; 12:629-636. [PMID: 36135981 PMCID: PMC9502336 DOI: 10.3390/nursrep12030062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2022] [Revised: 08/23/2022] [Accepted: 08/26/2022] [Indexed: 11/17/2022] Open
Abstract
Healthy ageing refers to the development and maintenance of the functional ability of ageing individuals. Aged care nurses provide nursing care to elderly individuals and usually work in aged care residential facilities, nursing homes, home care services, and/or hospital departments. The registered nurse working in the aged care sector has several important roles. Key roles cover both therapeutic and preventative paradigms, as discussed in this paper. The aged care nurse is also “tasked with” holistic patient-centred care and the promotion of healthy ageing via advocacy and sociocultural roles. This paper examined, described, and analysed the multifaceted role of an aged care nurse from an Australian perspective. We conducted meticulous searches using PubMed, Google Scholar, government guidelines, authoritative body regulations, quality control guidelines, and government portals pertaining to aged care nursing in Australia. This paper relied upon the information garnered from publications, reports, and guidelines resulting from these searches and analyses. Multiple aspects of healthy ageing and holistic aged care nursing are discussed. The key roles of the aged care nurse are enumerated next, in accordance with the code of conduct from the Nursing and Midwifery Board of Australia (NMBA). The NMBA promotes evidence-based, culturally sensitive, consultative, holistic aged care clinical practice that includes input from care recipients, their decision makers, and/or their health care providers. The difficult issue of loneliness is discussed with strategies to ameliorate aspects of this. Good social networks, community interactions, meaningful friendships, and participation in personalised spiritual/religious practices improve the quality of aged care. The key topic of elder abuse and its forms are discussed apropos of aged care nursing. Healthy ageing is promoted by identifying and reporting elder abuse at the earliest. Current Australian law and recent federal legislation changes pertaining to aged care nursing are discussed next. As a result of these legislation changes, several new quality control imperatives (for aged care organisations/facilities) under the Aged Care Quality and Safety Commission (ACQSC) have been implemented. Residential and flexible aged care providers should now have robust ongoing documentation and a well-developed behaviour support plan (BSP) for each care recipient who currently requires or may require restrictive practices, which must be reported under the new serious incident reporting scheme (SIRS). Various strategies to promote healthy ageing and approaches to communicate effectively with aged care recipients are also discussed. Healthy ageing is promoted when age care recipients are empowered with making their own autonomous choices in “major and minor” aspects of life. Finally, approaches to optimise quality aged care nursing care are discussed. The Roper–Logan–Tierney model is one of the models used to assess and optimise nursing care. This is premised on the capability of an ageing individual to accomplish 12 basic activities of daily living.
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The experiences of nurse educators in establishing a teaching practice in the care of older persons: A focused ethnography study. J Prof Nurs 2022; 40:1-12. [DOI: 10.1016/j.profnurs.2022.02.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2021] [Revised: 02/07/2022] [Accepted: 02/08/2022] [Indexed: 11/18/2022]
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McCloskey R, Keeping-Burke L, Witherspoon R, Cook J, Morris P. Experiences of faculty and staff nurses working with nursing students during clinical placement in residential aged care facilities: a systematic review of qualitative evidence. JBI Evid Synth 2022; 20:1176-1208. [PMID: 34882103 DOI: 10.11124/jbies-21-00033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVE The objective of this review was to synthesize evidence on the experiences of faculty and staff nurses working with nursing students in clinical placement in residential aged care facilities. INTRODUCTION Nursing education helps prepare students to provide quality care to older adults. Nursing programs across the globe are championing the integration of content on the care of older adults into their curricula as well as recognizing the value of clinical placements that focus exclusively on this population. Staff nurses who work in residential aged care facilities often work alongside students. In this role, they can support faculty and mentor students. This review explored faculty and staff experiences of nursing student placements in such facilities. INCLUSION CRITERIA This review considered qualitative studies that address the experiences of faculty and staff nurses working with nursing students in residential aged care facilities. Studies published in English from 1995 onward were included. METHODS The literature search was conducted in CINAHL, MEDLINE, Embase, and ERIC. The search for unpublished articles included Proquest Dissertations and Theses and Google searches of the Canadian Nurses Association and American Nurses Association websites. Papers were screened by two reviewers independently against the inclusion criteria. Those meeting the criteria were appraised using the JBI critical appraisal checklist for qualitative research. Key findings from included studies were extracted using a standardized tool and classified as unequivocal, credible, or not supported. This review followed the principles of meta-aggregration in line with the JBI approach. RESULTS Six studies, published between 2001 and 2017, were included in the review. A total of 32 findings were extracted and aggregated into nine categories. From the nine categories, four synthesized findings were developed: i) students enhance the environment, whereby faculty and staff perceive that student presence enhances the residential aged care work and living environment, ii) effort is required by faculty and staff to make the experience work, reflecting a need for faculty and staff to accept and work with negativities, iii) residential aged care facilities provide rich learning experiences, indicating an appreciation for available learning opportunities, and iv) importance of a residential aged care-academic partnership for a collaborative approach in creating positive experiences for faculty and staff working with students in this setting. CONCLUSION Faculty and staff experiences highlight that residential aged care has the potential to provide students with valuable learning experiences, including how to provide comprehensive and quality nursing care to older adults. A lack of resources in residential aged care inspires faculty and staff to be creative in how they work with students. However, working with students can be challenging for faculty who lack interest and expertise in caring for older adults in this setting. Additionally, staff can become frustrated when they perceive that students do not value the learning opportunities that are available or do not appreciate the expertise required to work with older adults. Partnerships between residential aged care facilities and academic programs can ensure that faculty and staff have the support and resources required to optimize the clinical placements for students. SYSTEMATIC REVIEW REGISTRATION NUMBER PROSPERO CRD42020168698.
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Affiliation(s)
- Rose McCloskey
- Department of Nursing & Health Sciences, University of New Brunswick, Saint John, NB, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
| | - Lisa Keeping-Burke
- Department of Nursing & Health Sciences, University of New Brunswick, Saint John, NB, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
| | - Richelle Witherspoon
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
- UNB Libraries, University of New Brunswick, Fredericton, NB, Canada
| | - Jessica Cook
- Department of Nursing & Health Sciences, University of New Brunswick, Saint John, NB, Canada
| | - Patricia Morris
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
- School of Graduate Studies, University of New Brunswick, Fredericton, NB, Canada
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Dementia-Specific Nursing Care Competencies for Nursing Education and Long-Term Care Practice. Nurs Clin North Am 2022; 57:217-232. [DOI: 10.1016/j.cnur.2022.02.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Laura PA, Dolores LFM, Rafael DPC, Pedro GFF, Luis PHP. Undergraduate nursing students' knowledge of Alzheimer's disease and related dementias care. J Prof Nurs 2022; 39:101-108. [DOI: 10.1016/j.profnurs.2022.01.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2021] [Revised: 01/04/2022] [Accepted: 01/04/2022] [Indexed: 01/14/2023]
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Ye J, Tao W, Yang L, Xu Y, Zhou N, Wang J. Developing core competencies for clinical nurse educators: An e-Delphi-study. NURSE EDUCATION TODAY 2022; 109:105217. [PMID: 34838345 DOI: 10.1016/j.nedt.2021.105217] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2021] [Revised: 10/06/2021] [Accepted: 11/08/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Clinical nurse educator plays an indispensable role in promoting the development of nursing staff and nursing students in clinical settings. Too few core competencies for clinical nurse educators applicable to a given clinical setting are developed and validated by the research process. A better understanding of the core competencies for clinical nurse educators can inform the selection, training, and evaluation of clinical nurse educator. OBJECTIVE To establish the core competencies for clinical nurse educators in China. DESIGN Focus group interviews and the e-Delphi method were used. SETTINGS This study was conducted in five teaching hospitals in China. PARTICIPANTS Participants (n = 61), including nurse managers, clinical nurse educators, staff nurses, and nursing students were recruited for focus group interviews and 25 experts were selected for the e-Delphi study. METHODS Based on a literature review and the focus group interviews, a preliminary set of clinical nurse educator's core competencies was formed. Subsequently, experts provided supportive and modification advice on core competencies in the two rounds e-Delphi study. The consensus percentage and the weight of each first-level, second-level index and its connotations were calculated. RESULTS Two rounds of online Delphi expert consultation were completed by 25 experts, and the consensus was achieved on four first-level indices, 16 second-level specific competencies, and its 57 connotations. The first-level index included clinical teaching competency, clinical nursing skills, management and leadership competency, and innovation and research competency. Moreover, the consensus level of all indices was >75%, the coefficient of variation (CV) was less than 0.25 (p < 0.05) and the Kendall coefficient (W) was 0.169-0.503 (P < 0.01). CONCLUSIONS The explicit statements of expected competencies for clinical nurse educators can be applied to diverse clinical scenarios and provide a reference for selection, training, and evaluation of the clinical nurse educators.
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Affiliation(s)
- Jing Ye
- School of Medicine, Nursing Department, Zhejiang University, Hangzhou, China
| | - Wenwen Tao
- Zhejiang Technical College of Special Education, Hangzhou, China
| | - Lili Yang
- Sir Run Run Shaw Hospital, School of Medicine, Zhejiang University, Hangzhou, China; The Fourth Affiliated Hospital, School of Medicine, Zhejiang University, Yiwu, China.
| | - Yiqing Xu
- Cardiopulmonary Sciences, School of Allied Health Professions, Loma Linda University, CA, USA
| | - Na Zhou
- Sir Run Run Shaw Hospital, School of Medicine, Zhejiang University, Hangzhou, China
| | - Jinyun Wang
- The Fourth Affiliated Hospital, School of Medicine, Zhejiang University, Yiwu, China
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Mattsson K, Rosendahl S. Teaching Gerontology in Transcultural Academics: A Phenomenographic Study of Thai and Swedish Nurse Educators' Conceptions of Gerontological Nursing. J Transcult Nurs 2022; 33:446-455. [PMID: 35000509 PMCID: PMC9082963 DOI: 10.1177/10436596211068432] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
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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Kalogirou MR, Dahlke S, Pietrosanu M, Hunter KF. Using an E-learning activity to enhance student nurses' understanding of cognitive impairment. NURSE EDUCATION TODAY 2022; 108:105167. [PMID: 34678668 DOI: 10.1016/j.nedt.2021.105167] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 09/10/2021] [Accepted: 10/06/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Nurses often lack the knowledge and expertise to work with older people with cognitive impairment, which includes dementia, delirium and depression. This is due in part to deficits in their basic nursing education related to older people and managing the care needs of people with cognitive impairment. We developed an e-learning activity to facilitate student nurses' knowledge of cognitive impairment. OBJECTIVES To test if the e-learning activity could improve student nurses' knowledge of cognitive impairment and whether they would find the style of learning beneficial. DESIGN A quasi-experimental pre-post-test design was used to test if the cognitive impairment e-learning activity could improve student nurses' knowledge about assessing and managing the needs of older people who are experiencing cognitive impairment. A 12-item true/false quiz was completed by participants. SETTINGS One large Western Canadian university. PARTICIPANTS Second year nursing students in the four-year baccalaureate degree program, second year nursing students in the bilingual four-year baccalaureate degree program, and first year nursing students in the two-year after-degree nursing program were invited to participate. Data from 166 students were included in the analysis (n = 166). RESULTS Based on the results of a paired t-test (p < 0.001 and an average score increase of 1.12 out of nine), we conclude that students' knowledge about cognitive impairment in older people increased following the e-learning activity. Students also offered qualitative feedback that identified the activity as both helpful and as an enjoyable way to learn and provided suggestions for improvement. CONCLUSIONS This e-learning activity was effective in helping students learn about how to work with older people experiencing cognitive impairment. This mode of learning might be useful for other difficult-to-teach content areas.
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Affiliation(s)
- Maya R Kalogirou
- Faculty of Nursing, University of Alberta, Edmonton, Alberta T69 1C9, Canada.
| | - Sherry Dahlke
- Faculty of Nursing, University of Alberta, Edmonton, Alberta T69 1C9, Canada
| | - Matthew Pietrosanu
- Department of Mathematical and Statistical Sciences, University of Alberta, Edmonton, Alberta T6G 2G1, Canada
| | - Kathleen F Hunter
- Faculty of Nursing, University of Alberta, Edmonton, Alberta T69 1C9, Canada
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Take the next step in your leadership journey: A guide to geriatric nursing career awards and professional development opportunities. Geriatr Nurs 2021; 43:314-317. [PMID: 34952724 DOI: 10.1016/j.gerinurse.2021.11.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 11/30/2021] [Indexed: 11/24/2022]
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The Importance of Meaningful Faculty Recognition in Creating a Healthy Academic Work Environment: A Mixed-Methods Study. Nurs Educ Perspect 2021; 42:297-303. [PMID: 34415699 DOI: 10.1097/01.nep.0000000000000776] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AIM The purpose of this study was to understand nursing faculty's perceptions of meaningful recognition and how it contributes to a caring academic climate. BACKGROUND A supportive, healthy work environment is critical in recruiting and retaining nursing faculty. Research on caring for faculty through meaningful recognition and the impact on the workplace climate is limited. METHOD The study employed a parallel mixed-methods design in which quantitative and qualitative findings were integrated into synthesized conclusions. A total of 193 full-time faculty participated in the survey portion of the study; 15 full- and part-time faculty participated in video-conferenced focus groups. RESULTS Results of this study demonstrated that meaningful recognition contributes to a caring workplace, motivates faculty work performance, and impacts faculty roles in positive ways. CONCLUSION For recognition to be meaningful, it must be genuine, aligned with faculty's perceptions of performance, commensurate with level of effort, and relevant to individuals.
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Poghosyan L, Brooks JM, Hovsepian V, Pollifrone M, Schlak AE, Sadak T. The Growing Primary Care Nurse Practitioner Workforce: A Solution for the Aging Population Living With Dementia. Am J Geriatr Psychiatry 2021; 29:517-526. [PMID: 33622594 PMCID: PMC8855473 DOI: 10.1016/j.jagp.2021.01.135] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 01/28/2021] [Accepted: 01/29/2021] [Indexed: 11/24/2022]
Abstract
Redesigning the healthcare workforce to meet the needs of the growing population of persons living with dementia (PLWD), most of whom reside in the community and receive care from primary care providers, is a national priority. Yet, the shortage of adequately trained providers is raising concerns that the primary care system is not equipped to care for PLWD. The growing nurse practitioner (NP) workforce could bridge this gap. In this review, the authors synthesized the existing evidence from fourteen studies on the utilization of NPs to care for PLWD in primary care. Although the authors found that most NPs were engaged in co-management roles, emerging evidence suggests that NPs also serve as primary care providers for PLWD. Findings describe the impact of NP care on the health system, PLWD, and caregiver outcomes. The authors conclude that the optimal utilization of NPs can increase the capacity of delivering dementia-capable primary care.
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Affiliation(s)
| | | | | | | | | | - Tatiana Sadak
- School of Nursing, University of Washington, Seattle, WA
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21
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Zisberg A, Shulyaev K, Van Son C. Assessing attitudes and intention to work with older adults by American and Israeli nursing students: Adapting and testing a measure. NURSE EDUCATION TODAY 2021; 98:104735. [PMID: 33453557 DOI: 10.1016/j.nedt.2020.104735] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2020] [Revised: 07/08/2020] [Accepted: 12/17/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Finding workers to care for older adults in healthcare settings has become a priority, and research identifying factors influencing a nursing student's intention to make geriatrics a career choice is needed. This calls for the development of a reliable measure of students' perceptions and attitudes. OBJECTIVES To determine the adaptability of Carolina Opinions on Care of Older Adults (COCOA) to assess nursing students' attitudes to older adults and their intentions to work with them in two countries. DESIGN Cross-sectional survey. SETTINGS Nursing students enrolled in an introduction to gerontological nursing course in the United States and Israel. PARTICIPANTS A convenience sample of 231 undergraduates pursuing a Bachelor of Science in nursing in the United States (N=122) and Israel (N=109). METHODS Students completed the COCOA instrument and basic demographics using an electronic platform. RESULTS Exploratory Factor Analysis (EFA) produced five factors explaining 59% of the variation, with the majority of the items (17, 71%) loading above 0.40 on subscales from the instrument's original structure. EFA led to the elimination of one subscale (Value of Older Adults) and the creation of a new subscale (Older versus Younger Adults) with three items. The reliability scores were good to acceptable for all subscales in both Israeli and American samples (α-Cronbach 0.80 to 0.60). Confirmatory FA supported the data's fit to the 21 items of the modified COCOA instrument (CMIN/DF=1.55, CFI=0.93, IFI=0.93, RMSEA=0.05). The analysis of model equivalence for American and Israeli samples revealed significant differences only on the Experience in Caring for Older Adults subscale. CONCLUSIONS The modified COCOA demonstrated good construct validity and reliability and can serve as estimation of nursing students' attitudes to older adults and their intention to make geriatrics a career choice. Future studies should further evaluate its predictive validity.
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Affiliation(s)
- Anna Zisberg
- The Cheryl Spencer Department of Nursing, Faculty of Social Welfare and Health Science, University of Haifa, Mount Carmel 31905, Israel.
| | - Ksenya Shulyaev
- The Cheryl Spencer Department of Nursing, Faculty of Social Welfare and Health Science, University of Haifa, Mount Carmel 31905, Israel.
| | - Catherine Van Son
- Washington State University College of Nursing - Vancouver, 14204 NE Salmon Creek Avenue, Vancouver, WA 98686-9600, United States of America.
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McCloskey R, Keeping-Burke L, Witherspoon R, Cook J, Morris P. Faculty and nursing staff experiences and perceptions of nursing students' clinical placements in residential aged care facilities: a qualitative systematic review protocol. JBI Evid Synth 2020; 18:2082-2089. [PMID: 32813443 DOI: 10.11124/jbisrir-d-19-00403] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVE The objective of this review is to synthesize evidence on the experiences and perceptions of faculty and staff nurses toward nursing students' clinical placements in residential aged care facilities. INTRODUCTION Nursing education plays an important role in preparing students to provide quality care to older adults. Recent reports suggest that nursing programs across the globe are championing the integration of content on the care of older adults into their curricula as well as recognizing the value of clinical placements that focus exclusively on care for older adults, such as in residential aged care facilities. Student experiences in residential aged care facilities can play a significant role in helping shape professional identity as well as how the setting is viewed. Student interactions with nursing faculty and staff in the residential care learning environment are both recognized as being influential in this process. This review seeks to explore faculty and staff experiences and perceptions of nursing student placements in such facilities. INCLUSION CRITERIA This review will consider qualitative studies that address the experiences and perceptions of faculty and staff nurses who work with nursing students in residential aged care facilities. Studies published in English and from 1995 onward will be sought. METHODS Two reviewers will independently appraise studies and extract qualitative data using the JBI standardized critical appraisal and extraction instruments. Findings from the review will be categorized according to similarity in meaning, and categories subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings.
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Affiliation(s)
- Rose McCloskey
- Department of Nursing and Health Sciences, University of New Brunswick, Saint John, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence
| | - Lisa Keeping-Burke
- Department of Nursing and Health Sciences, University of New Brunswick, Saint John, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence
| | | | - Jessica Cook
- Department of Nursing and Health Sciences, University of New Brunswick, Saint John, Canada
| | - Patricia Morris
- Horizon Health Network, Ridgewood Veterans Hospital, Saint John, Canada
- Faculty of Nursing, University of New Brunswick, Fredericton, Canada
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Skemp L, Wyman JF. Promoting Quality Instruction in the Care of Older Adults: Core Competencies for Gerontological Nurse Educators. J Gerontol Nurs 2020; 45:3-5. [PMID: 31560069 DOI: 10.3928/00989134-20190912-01] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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