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Dahlke S, Butler JI, Baskerville K, Fox MT, Chasteen AL, Hunter KF. Development and evaluation of an anti-ageism advisory group with older adults and gerontological experts: a qualitative descriptive study. RESEARCH INVOLVEMENT AND ENGAGEMENT 2024; 10:86. [PMID: 39123251 PMCID: PMC11312679 DOI: 10.1186/s40900-024-00621-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2024] [Accepted: 08/07/2024] [Indexed: 08/12/2024]
Abstract
BACKGROUND In recent years, academics have increasingly acknowledged the importance of involving health service users and community stakeholders as active partners in health research. Yet, the involvement of older adults, the largest group of health service users, as research partners remains limited, possibly due to ageist attitudes that devalue older adults' contributions. During the three years of our Awakening Canadians to Ageism study, we convened an advisory group consisting of older adults and gerontological experts to discuss issues related to ageism, help interpret the study findings, and develop a range of knowledge mobilization strategies to dispel ageism. METHODS To understand the experiences of members of the advisory group and solicit recommendations for improving future groups, we conducted a qualitative descriptive study and interviewed 8 older adults and 6 gerontological experts. Data were content analyzed. RESULTS Four categories that were developed to explain participants' experiences and suggestions for future advisory groups included: organization and management, group experience, suggestions for future advisory groups and moving forward. A key finding was the value that the older adults and gerontological experts ascribed to conversations about the prevalence of ageism and their desire to continue these types of conversations in their personal groups and professional networks. Numerous helpful strategies for future advisory groups were identified, such as enhancing social diversity, both in terms of racial/ethnic/cultural representation and gender. Older adults wanted more "getting to know you time" in meetings and gerontological experts wanted more details about the research process and their role. CONCLUSIONS This study's partnership approach can guide researchers seeking to involve key health service users and community stakeholders in health research and help enact positive social change.
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Affiliation(s)
- Sherry Dahlke
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, 11405 - 87 Ave NW, Edmonton, AB, T6G 1C9, Canada.
| | - Jeffrey I Butler
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, 11405 - 87 Ave NW, Edmonton, AB, T6G 1C9, Canada
| | - Kelly Baskerville
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, 11405 - 87 Ave NW, Edmonton, AB, T6G 1C9, Canada
| | - Mary T Fox
- School of Nursing, York University, Centre for Aging Research & Education, York University, 3560 Keele Street, Toronto, ON, M3J 1P3, Canada
| | - Alison L Chasteen
- Department of Psychology, University of Toronto, 100 St. George Street, Toronto, ON, M5S 3G3, Canada
| | - Kathleen F Hunter
- Faculty of Nursing, University of Alberta, 5-293 Edmonton Clinic Health Academy, 11405 - 87 Ave NW, Edmonton, AB, T6G 1C9, Canada
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Fu JX, Huang LL, Li XH, Zhao H, Li R. Association between ageing knowledge and willingness to care for older adults among nursing students in China: the mediating role of attitude towards older adults. GERONTOLOGY & GERIATRICS EDUCATION 2024; 45:444-457. [PMID: 37356028 DOI: 10.1080/02701960.2023.2227874] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/27/2023]
Abstract
Little is known about the mediating effect of attitude toward older adults on the relationship between aging knowledge and willingness to care for older adults. We applied the theory of planned behavior (TPB) and the knowledge-attitude-behavior (KAB) model as theoretical frameworks to examine the mediation effect of attitude toward older adults. Data from 388 Chinese nursing students were analyzed. The Willingness to Care for Older People (WCOP) scale, Kogan's Attitude toward Older People scale (KAOP) and Facts on Aging Quiz (FAQ) were utilized to assess willingness, attitude and aging knowledge, respectively. Data were analyzed using SPSS 22. 0 with the PROCESS macro. Bootstrap methods were used to obtain the significance of mediating effects. The study showed that aging knowledge was significantly associated with willingness to care for older adults and that attitude toward older adults mediated the association. Bootstrapping method confirmed the significance of the indirect effect of aging knowledge through attitude, accounting for 18.9% of the total willingness variance. Overall, based on the TPB and the KAB theoretical framework, our data support the notion that improving aging knowledge and attitude may contribute to improve the willingness to aged care among nursing students.
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Affiliation(s)
- Jing-Xia Fu
- School of Nursing, Shanghai Lida University, Shanghai, China
| | - Ling-Ling Huang
- School of Nursing, Shanghai Lida University, Shanghai, China
| | - Xuan-Hua Li
- School of Nursing, Shanghai Lida University, Shanghai, China
| | - Han Zhao
- School of Nursing, Shanghai Lida University, Shanghai, China
| | - Rong Li
- School of Nursing, Shanghai Lida University, Shanghai, China
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Catalão MJ, Arco H, Carrajola N, Almeida MDL, Neves H, Tavares J. Core Competencies for Gerontogeriatric Nursing: A Validation Study. Geriatrics (Basel) 2024; 9:73. [PMID: 38920429 PMCID: PMC11203173 DOI: 10.3390/geriatrics9030073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2024] [Revised: 05/17/2024] [Accepted: 05/29/2024] [Indexed: 06/27/2024] Open
Abstract
BACKGROUND As the aging population grows, facing multifaceted health challenges and escalating care costs, equipping newly graduated nurses with the requisite skills for high-quality gerontogeriatric care becomes crucial. This study assesses the psychometric properties of a Gerontogeriatric Competency (GGC) scale to evaluate the competencies of newly graduated registered nurses (RNs). METHODS Using a convenience sampling approach, a nationwide, observational prospective cohort study was conducted among 272 newly graduated RNs. The evaluation framework included a sociodemographic questionnaire, three groups of questions targeting gerontogeriatric nursing education aspects, and the GGC scale, with 64 competencies. Construct validity (via confirmatory factor analysis), known-group validity and reliability (assessed by Cronbach's α) were examined. RESULTS The confirmatory factor analysis (CFA) showed an adequate index fit: the ratio of chi-square to degrees of freedom (χ2/df) = 2.785, the goodness-of-fit index (GFI) = 0.579, confirmatory fit index (CFI) = 0.864, the parsimony goodness-of-fit index (PGFI) = 0.526, the parsimony confirmatory-of-fit index (PCFI) = 0.809, the root mean square error of approximation (RMSEA) = 0.087, and the modified expected cross-validation index (MECVI) = 24.418. Differences were observed in gerontogeriatric competencies based on curriculum inclusion, self-confidence, knowledge in caring for older adults, and satisfaction with the nursing program content. The Cronbach's α coefficient was 0.992 for the overall scale and ranged from 0.935 to 0.983 for the GGC dimensions. CONCLUSIONS The GGC scale is a valid and reliable tool for assessing the gerontogeriatric competencies of new graduate RNs, highlighting its potential to enhance education, training, and, ultimately, the quality of care provided to the older population.
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Affiliation(s)
- Maria José Catalão
- Department of Health Sciences and Technologies, School of Health, Portalegre Polytechnic University, Campus Politécnico 10, 7300-555 Portalegre, Portugal; (H.A.); (N.C.)
- CARE—Research Center on Health and Social Sciences, Portalegre Polytechnic University, 7300-555 Portalegre, Portugal
- Department of Education and Psychology, University of Aveiro, 3810-198 Aveiro, Portugal
- ICBAS, University of Porto, 4050-313 Porto, Portugal
| | - Helena Arco
- Department of Health Sciences and Technologies, School of Health, Portalegre Polytechnic University, Campus Politécnico 10, 7300-555 Portalegre, Portugal; (H.A.); (N.C.)
- CARE—Research Center on Health and Social Sciences, Portalegre Polytechnic University, 7300-555 Portalegre, Portugal
| | - Nuno Carrajola
- Department of Health Sciences and Technologies, School of Health, Portalegre Polytechnic University, Campus Politécnico 10, 7300-555 Portalegre, Portugal; (H.A.); (N.C.)
- Department of Education and Psychology, University of Aveiro, 3810-198 Aveiro, Portugal
- ICBAS, University of Porto, 4050-313 Porto, Portugal
| | - Maria de Lurdes Almeida
- Health Sciences Research Unit: Nursing—UICISA, Nursing School of Coimbra, 3046-851 Coimbra, Portugal; (M.d.L.A.); (H.N.)
| | - Hugo Neves
- Health Sciences Research Unit: Nursing—UICISA, Nursing School of Coimbra, 3046-851 Coimbra, Portugal; (M.d.L.A.); (H.N.)
| | - João Tavares
- CINTESIS@RISE, Health Sciences Research Unit: School of Health, School of Health Sciences, University of Aveiro, 3810-198 Aveiro, Portugal;
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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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Haaland GH, Øygarden O, Storm M, Mikkelsen A. Understanding registered nurses' career choices in home care services: a qualitative study. BMC Health Serv Res 2023; 23:273. [PMID: 36944939 PMCID: PMC10029251 DOI: 10.1186/s12913-023-09259-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 03/07/2023] [Indexed: 03/23/2023] Open
Abstract
BACKGROUND The anticipated growth in number of older people with long-term health problems is associated with a greater need for registered nurses. Home care services needs enough nurses that can deliver high quality services in patients' homes. This article improves our understanding of nurses' career choices in home care services. METHODS A qualitative study using individual semi-structured interviews with 20 registered nurses working in home care services. The interviews were audio-recorded, transcribed and thematically analyzed. RESULTS The analysis resulted in three themes emphasizing the importance of multiple stakeholders and contextual factors, fit with nurses' private life, and meaning of work. The results offer important insights that can be used to improve organizational policy and HR practices to sustain a workforce of registered nurses in home care services. CONCLUSION The results illustrate the importance of having a whole life perspective to understand nurses' career choices, and how nurses' career preferences changes over time.
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Affiliation(s)
- Guro Hognestad Haaland
- Stavanger University Hospital, Stavanger, Norway.
- Business School, University of Stavanger, Stavanger, Norway.
| | | | - Marianne Storm
- Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
- Faculty of Health Sciences and Social Care, Molde University College, Molde, Norway
| | - Aslaug Mikkelsen
- Stavanger University Hospital, Stavanger, Norway
- Business School, University of Stavanger, Stavanger, Norway
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Rodríguez-Monforte M, Berlanga-Fernández S, Rifà-Ros R, Martín-Arribas A, Olivé-Adrados C, Villafáfila-Ferrero R, Pérez-Cañaveras RM, Vizcaya-Moreno MF. Comparing Preferred and Actual Clinical Learning Environments and Perceptions of First-Year Nursing Students in Long-Term Care: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4500. [PMID: 36901508 PMCID: PMC10001857 DOI: 10.3390/ijerph20054500] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 02/24/2023] [Accepted: 03/01/2023] [Indexed: 06/18/2023]
Abstract
The clinical learning environment, which includes the culture of clinical units, the mentoring process, and the different health organizations, influences the learning process of nursing students. However, scarce literature has been published on the impact of the clinical learning environment on first-year nursing students in long-term care. We aimed to assess first-year nursing students 'preferred' and 'actual' clinical learning environments when conducting their first placements in nursing homes within an innovative placement model that comprised the active participation of academic mentors. The validated Spanish version of the Clinical Learning Environment Inventory (CLEI) instrument was used in our study, and 99 first-year nursing students participated. The highest mean scores for the CLEI-Actual were found for the Satisfaction (22.7) and Involvement scales (19.09). The lowest mean scores were found for the Personalization (17) and Individualization (17.27) scales. The multiple correlation (R) between the Satisfaction and the other CLEI scales was 0.61 (p > 0.001), which means that in this study the association between student satisfaction and their perception of the clinical learning environment was strong. First-year students conducting their first clinical placements in nursing homes can have a positive learning experience considering a well-designed and organized pedagogical strategy, including constant support and feedback from academic and clinical mentors.
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Affiliation(s)
- Míriam Rodríguez-Monforte
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Sofía Berlanga-Fernández
- Unitat Docent Multiprofessional Atenció Familiar i Comunitària Costa Ponent, Bellaterra, 41, 08908 Barcelona, Spain
| | - Rosa Rifà-Ros
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Anna Martín-Arribas
- GHenderS Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Cristina Olivé-Adrados
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Rosa Villafáfila-Ferrero
- Unitat Docent Multiprofessional Atenció Familiar i Comunitària Costa Ponent, Bellaterra, 41, 08908 Barcelona, Spain
| | - Rosa M. Pérez-Cañaveras
- GHenderS Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - María Flores Vizcaya-Moreno
- Clinical Nursing Research Group, Department of Nursing, Faculty of Health Sciences, University of Alicante, 03690 San Vicente del Raspeig, Spain
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Devkota R, Dahlke S, Fox MT, Davidson S, Hunter KF, Butler JI, Shrestha S, Chasteen AL, Moody E, Martin LS, Pietrosanu M. E-learning modules to enhance student nurses' perceptions of older people: a single group pre-post quasi-experimental study. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2023-0059. [PMID: 38029314 DOI: 10.1515/ijnes-2023-0059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 11/10/2023] [Indexed: 12/01/2023]
Abstract
OBJECTIVES To examine whether e-learning activities on cognitive impairment (CI), continence and mobility (CM) and understanding and communication (UC) improve student nurses' knowledge and attitudes in the care of older adults. METHODS A quasi-experimental single group pre-post-test design was used. We included 299 undergraduate nursing students for the CI module, 304 for the CM module, and 313 for the UC module. We administered knowledge quizzes, Likert scales, and a feedback survey to measure student nurses' knowledge, ageist beliefs, and feedback on the modules respectively. RESULTS Participants demonstrated significantly more knowledge and reduced ageist attitudes following the e-learning activities. CONCLUSIONS Findings suggest that e-learning activities on cognitive impairment, continence and mobility, and understanding and communication improve knowledge and reduce ageist attitudes among nursing students.
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Affiliation(s)
- Rashmi Devkota
- Faculty of Nursing, College of Health Sciences, University of Alberta, Edmonton Clinic Health Academy, Edmonton, AB, Canada
| | - Sherry Dahlke
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, Edmonton, AB, Canada
| | - Mary T Fox
- School of Nursing, York University Centre for Aging Research & Education, York University, Toronto, ON, Canada
| | - Sandra Davidson
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | | | - Jeffrey I Butler
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, Edmonton, AB, Canada
| | - Shovana Shrestha
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, Edmonton, AB, Canada
| | - Alison L Chasteen
- Department of Psychology, University of Toronto, Toronto, ON, Canada
| | - Elaine Moody
- School of Nursing, Dalhousie University, Halifax, NS, Canada
| | - Lori Schindel Martin
- Daphne Cockwell School of Nursing, Toronto Metropolitan University, Toronto, ON, Canada
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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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