Fostering gerontology students' competence in Interprofessional collaborative practice

An Interprofessional Yearlong Geriatrics Fellowship Program for Advanced Practice Nursing and Social Work Students

BACKGROUND

The care of older adults with complex medical conditions requires effective team-based care.

PROBLEM

Nursing and social work students need a curriculum that provides them with immersive experiences in geriatrics to prepare them for competent practice.

APPROACH

This Geriatric Workforce Enhancement Program supported 5 advanced practice nursing (APN) and 5 master of social work (MSW) student fellows in a 2-semester program, with 3 cohorts completing the fellowship over 3 years (N = 30).

OUTCOMES

By the completion of the fellowship, students had (1) demonstrated increased knowledge of age-related changes and health problems experienced by older adults, (2) developed clinical competencies in providing patient-centered health care for older adults, and (3) assessed the fellowship as helpful in preparing for interprofessional team care.

CONCLUSIONS

An interprofessional gerontology fellowship for APN and MSW students can develop knowledge and skills in team-based care for older adults. Recommendations for creating a fellowship curriculum are provided.

[Interprofessional teaching in geriatrics : Overview of the international development in comparison to the current situation in Germany]

The involvement of physicians, nurses, social workers, physiotherapists, occupational therapists and other professional groups, adopting a patient-centered interprofessional approach, is an essential component of successful treatment. In this context interprofessional teaching plays an increasingly more important role. This article presents a review of the international literature since 2016. In this study 25 lecturers in geriatrics at German universities were asked whether interprofessional teaching takes place at their site and 6 sites were identified. Furthermore, three educational units were identified where theoretical knowledge is practically implemented in a structured manner. Interprofessional teaching can be implemented in geriatric training; however, there was no evidence about best practice and the most suitable methods.