Based on literature reviews conducted in the first phase of the research, gaps in gerontologic education of entry-level health professionals include assessment, recognition, and management of geriatric syndromes, interprofessional communication and leadership skills. Another important gap is the inclusion of social gerontology concepts such as demography, sociology of aging, psychology of aging, and social policy.
Pertinent literature from the first phase includes:
- Harris (2014) examined how gerontological nursing is included in the nursing program of Connecticut Community College and made two conclusions: Nurse educators (a) integrated gerontologic content subjectively and (b) used independent judgements regarding the inclusion of gerontologic concepts. It is essential that integration of gerontologic content is done in an objective and structured manner which is clearly mapped in the curriculum.
- Fox et al. (2016) discussed the gerontological learning needs of acute care RNs in Ontario, Canada and identified common themes such as the mindset that geriatric care is simple and custodial, and that the mismatch between that mindset with the multiple complex, chronic conditions that are present in older adults in acute care settings.
- Hirst, Lane, and Stares (2012) from the Faculty of Nursing of the University of Calgary provide recommendations on how to increase the inclusion of gerontology in the nursing curriculum, such as hiring faculty with gerontologic expertise, using Canadian competency standards, and learning from international models of care from other countries (i.e. Scandinavian countries) with advanced models of aged care.
The interview questionnaire which is made up of five open-ended questions was pilot tested with some faculty of the Practical Nurse Program. The interview questionnaire was then edited to incorporate feedback from pilot testing.
Ten managers from acute geriatric inpatient units, continuing care centers, and home care facilities in Calgary were sent email invitations and a research poster to invite them and their staff RNs, LPNs, and HCAs with at least one year of professional gerontologic experience to participate in one-on-one interviews. At the moment, five managers have responded with willingness to participate in the research: two from geriatric inpatient units, two from continuing care (a manager from two transition units and another from a long-term care facility), and another from a home health facility agreed to pass along the invitation to their nursing staff. One-on-one interviews of staff RNs, LPNs, and HCAs from those units are being conducted. Data gathering have been ongoing from November 2018 to February 2019. Data will be analyzed either through clustering responses to identify recurrent themes, or through the use of NVIVO. Ongoing follow-up and recruitment of participants is being done.
This research has implications in nursing education and future nursing research. Findings will be discussed with the curriculum committee in BVC School of Health and Wellness to determine how they can be integrated and mapped in the nursing and HCA curriculum. This covers inclusion in theory, lab, clinical objectives, scenarios in simulation sessions, and/or resource materials for faculty. This can be expanded through collaboration with interprofessional committees within and outside BVC to disseminate and adapt findings. From a nursing research standpoint, a patient-oriented version may be done as third phase of the research to incorporate patient/resident and family perception of their experience as they navigate the health and life transition of their family member.
See more of: Evidence-Based Practice Sessions: Oral Paper & Posters