Gerontology competencies: Construction, consensus and contribution

"I feel more in control of my learning experience:" ungrading as an empowering approach to competency-based gerontological teaching and learning

Ungrading is a constellation of pedagogical practices that seek to recenter the educational experience of learners as individuals by using detailed feedback rather than grades to assess the achievement of learning competencies. Ungrading practices have been employed in multiple disciplines in response to various concerns about traditional grading, including the tendency of grades to signal the end of learning, the ineffectiveness of grades in assessing competencies, and equity concerns. While the use of ungrading in gerontological teaching and learning appears to be largely unknown, it may offer a potentially powerful and innovative way to support students in attaining and demonstrating AGHE's gerontological competencies. This should be a key concern of all gerontology educators as the main goal is to develop a qualified workforce who can be employed across the aging services sector. A form of ungrading known as grade anarchy was piloted in three master's level gerontology courses and student and instructor feedback was gathered to assess reactions to the pilots. Students were mostly supportive, reporting that they felt less stressed and more motivated to learn, while some preferred traditional grading as they perceived its structure was clearer. The instructor experienced a steep learning curve followed by the observation that ungrading was freeing for the instructor as well, allowing a more individualized approach to student learning that resulted in greater clarity with regard to learners' mastery of the selected AGHE competencies and the course learning objectives.

Development of the Gerontological Nursing Competency Questionnaire

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.

Evaluation and comparison of aging education for undergraduates across multiple fields of study

The college years represent a key opportunity for broadening the future gerontology workforce by introducing students to the aging content that may influence their career decisions, yet this content is often limited to students with behavioral health and health professions majors. The present study sought to determine the degree to which a Midwestern university's general education course on aging could increase learning, interest, knowledge, and ability to use knowledge for undergraduates across multiple fields of study. Participants included 560 undergraduate students, 48% of which were health professions majors, 28% behavioral health majors, and 23% majors in other fields. While all groups reported significant increases in learning, knowledge, and interest in aging studies, ANOVA found significant differences by students' field of study in reported ability to apply course knowledge in their career or organization. As demand increases for workers versed in the needs of the older adult population, it will be important for educators to incorporate career connections into aging studies coursework and make abundantly clear how students in all fields of study are necessary for the future gerontological workforce.

Learning needs in healthy and active aging according to key stakeholders: a multinational survey

Healthy and active aging and age-friendly society frameworks attempt to address the well-documented challenges and opportunities of population aging. To meet the needs of an increasingly older society, there is a demand for professionals with appropriate age-related knowledge and skills. To this end, a master's in active aging is in development. This study reports on the consultation with prospective students, employers, older people and academics on the knowledge areas to be included in the course. An anonymous online survey gathered data from stakeholders in Ireland, Slovenia, Austria, Portugal, Finland, and Greece. Participants ranked the importance of 14 broad knowledge areas and linked topics. The influence of participant characteristics on decisions was examined using multivariate regression modeling. Across all stakeholder groups (total sample N = 757), health promotion was most often deemed very important (80%), followed by psychology (73%), and social inclusion and engagement (71%). Potential students from healthcare backgrounds were more interested than others in aging physiology, social aspects, and the physical environment. More western-located European countries overall showed more enthusiasm for the topics presented, additional to regional variations between topics. This learning needs analysis provides multi-stakeholder insights into priorities regarding learning in healthy and active aging and age-friendly society.

Preparing for an aging Australia: The development of multidisciplinary core competencies for the Australian health and aged care workforce

Appropriately skilled staff are required to meet the health and care needs of aging populations yet, shared competencies for the workforce are lacking. This study aimed to develop multidisciplinary core competencies for health and aged care workers in Australia through a scoping review and Delphi survey. The scoping review identified 28 records which were synthesized through thematic analysis into draft domains and measurable competencies. Consensus was sought from experts over two Delphi rounds (n = 111 invited; n = 59 round one; n = 42 round two). Ten domains with 66 core competencies, to be interpreted and applied according to the worker's scope of practice were finalized. Consensus on multidisciplinary core competencies which are inclusive of a broad range of registered health professionals and unregistered aged care workers was achieved. Shared knowledge, attitudes, and skills across the workforce may improve the standard and coordination of person-centered, integrated care for older Australians from diverse backgrounds.

Gerontological training: the challenge of integrating different professional categories

Gerontological training must be present on the discussion agenda of several training and professional qualification entities. Despite the expressive increase in life expectancy in Brazil, the number of qualified professionals to adequately meet the demands of the aging population is below what is necessary in the country. While many countries are already organizing themselves to elaborate standards and guidelines for gerontological education, Brazil still moves slowly in the definition of professional competencies at different levels of education, hiding the visibility of the identity of professionals working in gerontology. This article aims to shed light on the topic of gerontological training based on joint efforts of scientific societies, professional councils, professional associations, and educational institutions.