Outcomes of a genetics education program for nursing faculty

A multifaceted educational program designed to teach nursing faculty about genetics was first offered in 1997 and subsequently repeated on an annual basis. The specific aims of the program were to: 1) increase nursing faculty knowledge about genetics and its clinical application, and 2) increase genetics content taught in entry-level nursing education programs. The major components of the program included an annual Genetics Summer Institute (GSI), pre-planned follow-up strategies, and continuing education offerings. Measured outcomes included significant improvement in nursing faculty genetics knowledge and increased amounts of genetics content in their curricula. The majority of surveyed faculty focused curriculum change efforts on lectures or courses for which they were personally responsible. Thirty-one percent were working on, or had developed, elective nursing genetics courses after attending a GSI. These findings indicate that this program provided the necessary foundational instruction and resources to enable nursing faculty participants to bring about change in their curricula.     

Enhancing cancer nursing education through school of nursing partnerships: the Cancer Nursing Faculty Fellows Program

This article describes the Cancer Nursing Faculty Fellows Program, an innovative program designed to provide nurse educators with state-of-the-art cancer knowledge to enhance their ability to teach cancer content. The Faculty Fellows Program was developed at the University of Louisville School of Nursing and was part of a multifaceted educational intervention to improve cancer nursing education. This intervention included comprehensive curriculum reviews, conferences with national consultants, cancer-specific faculty seminars, and funded instructional projects. The Faculty Fellows Program consisted of a mentored experience attending the Oncology Nursing Society Congress and a month-long intensive program to provide faculty with exposure to cancer experts, researchers, and clinical and community resources. By providing a forum for nurse educators to obtain this knowledge and provide the resources they need to change the way they educate nursing students, the program can significantly affect cancer-related nursing education and, ultimately, the care of patients with cancer and survivors.     

Using clinical simulations in geriatric nursing continuing education

Accompanying an increased number of older adults in the population is the need for knowledgeable and clinically competent nurses to provide care for this group, especially those experiencing sudden changes in health status. A continuing education program was designed to improve geriatric nursing competencies through the use of clinical simulations. Three-day nurse educator institutes and one-day workshops for registered and licensed practical nurses were offered to 312 nurses. The clinical simulations that were developed specifically focused on acute health events or conditions. Specific geriatric clinical competencies were also emphasized. Different types of clinical simulations included unfolding cases, use of a human patient simulator, and online case studies. Geriatric nursing knowledge significantly increased and clinical simulations were well-received. Clinical simulations involving the human patient simulator were highly rated. Clinical simulations are an excellent teaching strategy to help nurses increase knowledge and skill in caring for older adults.     

Gerontological nursing. Faculty preparation for teaching

1. As the number of older adults in the US increases, nurse educators must be prepared to teach gerontological nursing to their students. A 3-year project addresses the need for faculty development in gerontological nursing. 2. A major objective of the project is to provide basic knowledge of gerontological nursing to regional nursing faculty through a series of 1-week workshops that include didactic content and clinical observation experiences. 3. All 1990 workshops were filled to capacity, with participants exhibiting wide variation in their gerontological knowledge base.     

Graduate education in geropsychiatric nursing: findings from a national survey

By 2030, the numbers of older adults with mental illness will strain our health care system. Sufficient advanced practice nurses (APNs) with specialized knowledge to provide care will be critical. All 339 graduate nursing programs in the US were surveyed regarding the extent and nature of geropsychiatric nursing (GPN) content in their curricula. Of 206 schools responding, 15 reported having a GPN subspecialty. Regarding the 60 schools with a psychiatric/mental health nursing (PMHN) graduate program, only one third (n = 23) included some GPN content, while more than half (n = 116) of all schools reported integration of GPN content in a non-psychiatric nurse practitioner program. Thus, currently, the greatest numbers of APNs receiving education on mental health needs of older adults are prepared in non-psychiatric nurse practitioner programs. This article discusses the implications for nursing education and practice.     

Isolation followed by integration: a model for development of a separate geriatric course

Because of the growing population of older adults in America, nursing faculty throughout the United States have been consistently challenged during the past decade to use the most appropriate methods to strengthen geriatric content in baccalaureate nursing programs. The question of whether to integrate content throughout the curriculum or offer a stand-alone geriatric nursing course has been explored extensively, but no ultimate conclusion has been found. With the support of a grant for geriatric curriculum integration from the John A. Hartford Foundation, one university began the journey to integrate geriatric nursing curriculum throughout all baccalaureate nursing courses. However, at a curriculum evaluation meeting held halfway through the grant period, faculty expressed the need to have concentrated content earlier in the program that could serve as a foundation on which to build geriatric knowledge. Faculty unanimously voted to create a geriatric nursing course to be offered to students during their second year of baccalaureate study.     

Effect of a geriatric nurse education program on the knowledge, attitudes, and certification of hospital nurses

Although nurses are the primary care providers for hospitalized and vulnerable older adults living in the community, they are generally not prepared in geriatric care. This study examined the effect of a 21-hour nursing education program on nurses' knowledge and attitudes regarding care of older adults and the geriatric nursing certification of the participants. The program was offered to 92 nurses in three cohorts over a 1-year period. Participants completed pre- and posttest measures of geriatric knowledge and attitudes. Significant differences were found between pretest and posttest knowledge and attitudes. Program evaluation and success in achieving certification in gerontological nursing also indicated a positive effect of the program.     

Innovative Collaborations: A Case Study for Academic Owned Nursing Practice

Purpose: Academic service partnerships are critical for schools of nursing to maintain credibility regarding their missions of education, research, service, and practice.
Methods: In this paper, we describe a case study of a ten year program, the Living Independently For Elders (LIFE) Program at the University of Pennsylvania School of Nursing that has provided community-based long-term care to high-risk older adults.
Findings: Quality of care and financial outcomes were met with nurse faculty engagement, administrative commitment, and integration of business practices.
Conclusions: As a result, high risk older adults receive care in their communities rather than nursing homes, and the school- owned and -operated program is a nationally recognized innovative nursing model of care.
Clinical Relevance: Strategies are described that can be used globally as more schools of nursing embrace and strengthen service partnerships.     

A modified cancer education program. Effect on cancer knowledge and beliefs of the elderly

This pilot study examines the effect of a cancer education program on the knowledge and beliefs of elderly adults. The program, developed for this age group, was based on principles of adult education and on an understanding of changes related to aging. It focused on cancer risks and early diagnosis of cancer for older adults. The sample included 21 elderly adults from three retirement centers. The questionnaire used to determine knowledge and beliefs about cancer included seven scales based on the Health Beliefs Model: knowledge, severity, susceptibility, utility, barriers, behavioral intentions, and cues to action. A week following administration of the questionnaire, a program was presented: the modified cancer education program, a conventional cancer education program, or a program not related to cancer. The questionnaire was then readministered as a posttest. Findings were insignificant except that the group receiving the modified cancer program had increased scores on the knowledge scale from pretest to posttest; and the level of education accounted for 25% of the variability of posttest utility scores. The pilot study was useful for identifying problems with the questionnaire, the testing procedure, and the educational program that need to be corrected before a larger study can be undertaken.     

Nursing students' knowledge and beliefs about care of older adults in a shifting context of nursing education

baumbusch j., dahlke s. & phinney a. (2012)?Nursing students' knowledge and beliefs about care of older adults in a shifting context of nursing education. Journal of Advanced Nursing68(11), 2550-2558. ABSTRACT: Aim. To a report a study of improvements in students' knowledge and beliefs about nursing care of older adults following completion of an introductory course with integrated adult/older adult content. Background. Nursing schools are under pressure to provide accelerated programmes to meet growing workforce demands and provide students with the knowledge they require to care for an ageing population. Thus, stand-alone courses in gerontological nursing are being eliminated and integrated with general adult content. The effect of this approach remains poorly understood. Design. A one-group pretest-post-test design was used. Methods. Data were collected between September-December 2010. Students completed the Palmore Facts on Aging Quiz, the Perceptions of Caring for Older People Scale, and open-ended questions about their experiences before and after completing a course with integrated adult/older content. Results. Students' knowledge and beliefs about nursing care of older adults demonstrated an important improvement following completion of the course. Qualitative findings reflected three themes: relating to older people; neglect by the system; having time to learn. Conclusions. Findings from this study suggest that even when integrated with general adult content, students' knowledge and beliefs about older adult care can be positively influenced. Furthermore research is needed to examine long-term integration of students' learning about older adult care. Nursing faculty with expertise in nursing care of older adults must develop resources and supports for their colleagues to build capacity among nurse educators and integrate older adult content throughout nursing programmes to enhance nursing practice with an ageing population.     

Enriching geropsychiatric nursing in advanced practice nursing programs.

The need for advanced practice nurses with knowledge and skills in geropsychiatric nursing is real and looming larger than ever. By 2030, the number of older adults with major psychiatric illnesses is predicted to reach 15 million. Preparing advanced practice nurses with mental health and geropsychiatric nursing expertise is essential. This paper describes three innovative curricular models for addressing geropsychiatric nursing in graduate advanced practice nursing programs. These models can be implemented with vision, planning, modest resources, and the cooperation of the faculty.     

Introducing baccalaureate student nurses to gerontological nursing.

The faculty at the University of Missouri-Columbia Sinclair School of Nursing (MUSSON) developed and implemented a gerontological nursing care course, with support from the Health Resources and Services Administration, the American Association of Colleges of Nursing, and the John A. Hartford Foundation. The course, with both didactic and clinical components, was mandatory for all students in the baccalaureate program. The course drew on two resources unique to the MUSSON: Senior Care, the school's home care agency, and TigerPlace, a retirement community closely linked to the school. Goals of the course were to increase knowledge of gerontology and gerontological nursing and to promote more positive student attitudes toward older adults. Evaluation of six semesters of pretest and posttest data found that knowledge increased although attitudes toward older adults did not become more positive. However, despite the lack of quantifiable improvement in attitudes, some students wrote positive comments on end-of-semester course evaluations about experiences and interactions with older adults during the course.     

Changes in nursing students' knowledge,attitudes and interest in caring for older adults: A longitudinal cohort study

Nursing education programs have a responsibility to prepare future nurses to care for the growing number of older adults who will be accessing health care services. Preparation involves ensuring students have the knowledge, skills and desire to provide quality care to older adults.A longitudinal cohort study was conducted to collect data on students' knowledge of, attitudes towards, and interest in working with older adults during each year of an undergraduate nursing program. Data were collected using the Kogan Attitudes Towards Older People Scale, Palmore's Fact on Aging Quiz and a demographic instrument designed specifically for this study. Results showed slight improvements in students' overall attitudes towards older adults at the completion of their nursing degree. Increases in knowledge were seen in 12 of 24 areas measured. Gerontology as a preferred career choice was highest immediately following a clinical placement focusing on caring for older adults. Integrating gerontological clinical experiences into a beginning fundamental nursing course does not necessarily improve students' learning in the area of caring for older adults. Nursing programs have a responsibility to design, monitor and update curricula to ensure students are being adequately prepared to care for older adults.     

Developing positive attitudes toward geriatric nursing among Millennials and Generation Xers

Despite the increase of the older adult population, there exists a shortage of health care professionals trained to help this population remain independent as long as possible. Ageism, common among younger adults, affects the capacity building of health care for older adults. Research has indicated that increased knowledge about older adults, as well as exposure to the elderly, may alter nursing students' attitudes regarding careers in gerontological nursing. However, questions remain as to what are the most effective ways to provide gerontological content in nursing programs and enhance attitudes toward older adults.With the understanding that younger adults see a need to balance work and play, a baccalaureate nursing program provides examples of ways to accomplish this through integration of courses, simulations, positive images of aging, and learning activities that enhance empathy for both frail and healthy older adults.     

Promoting the scholarship of research for faculty and students.

Research has become a highly valued activity for nurses. Students at the undergraduate and graduate levels are experiencing more and more research in their programs. As part of the faculty role in higher education, promotion and tenure are tied to the scholarship of research. Yet many schools of nursing do not have a well-developed capacity of nursing faculty members who have the knowledge and skills to competently engage in a research program of their own or to guide and inspire students to pursue a research career. This paper is an attempt to challenge administrators to more aggressively promote research, and faculty and students to think more intensively about the scholarship of research. The challenges of developing a program of research for promoting faculty and students' research are discussed. Strategies for promoting faculty research and advice for beginning researchers are included.