2.50
Hdl Handle:
http://hdl.handle.net/10755/160882
Type:
Presentation
Title:
Nursing Faculty Members' Perceptions of Gerontological Nursing in the Curriculum
Abstract:
Nursing Faculty Members' Perceptions of Gerontological Nursing in the Curriculum
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2006
Author:Rossetti, Jeanette, EdD, MSN, BSN, RN
P.I. Institution Name:Northern Illinois University
Title:Assistant Professor
Contact Address:School of Nursing, 1240 Normal Road, DeKalb, IL, 60115, USA
Contact Telephone:815/753-9956
Co-Authors:Judith E. Hertz, PhD, MSN, BSN, R, Assistant Professor; Donna J. Plonczynski, PhD, APN, RN, Assistant Professor; Linda Ehrlich-Jones, PhD, RN, CS, Faculty; Mary Elaine Koren, DNSc, MSN, RN, Assistant Professor; and Julie Robertson, EdD, MSN, RN, Professor
Purpose: Focus groups explored the unique perspectives of nursing faculty regarding gerontological nursing and its placement in the curricula at one Midwestern university school of nursing. Problem: The older adult population is growing exponentially worldwide. Currently, a high proportion of nurses' caseloads in hospitals, home care and long term care are older adults. Nursing students must be educationally prepared to care for older adults. Faculty have an obligation to prepare students for their role in caring for older adults. However, to build a stronger gerontological curriculum, understanding faculty's perceptions of gerontological nursing and the perceived facilitators and barriers to incorporating this content in the curriculum is needed. Theoretical Framework: This study phase, part of a larger project involving all stakeholders at the school, used Participatory Action Research (PAR) as a conceptual and philosophical framework. Methods: All faculty were invited to participate in focus groups, eight faculty members participated in two separate, one-hour groups (four faculty per group). Teams of two nursing faculty co-led the groups using a structured interview guide to elicit faculty's experiences with older adults, attitudes and perceptions regarding current gerontological curricular content, and perceived facilitators or barriers to building a stronger gerontological curriculum. Findings: Typed focus group responses were co-analyzed and four categories with fifteen supportive themes were identified (a) attitudinal influence on knowledge and perspectives regarding older adults, (b) experiential influence on knowledge and perspectives regarding older adults, (c) educator responsibility to ensure competence in geriatric nursing, and (d) barriers to curricular changes in geriatric nursing. Implications: Results have implications for developing faculty expertise in gerontological nursing, strengthening gerontological content of curricula, planning strategies to implement redesigned curricula and promoting a more positive attitude toward the elderly.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleNursing Faculty Members' Perceptions of Gerontological Nursing in the Curriculumen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160882-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Nursing Faculty Members' Perceptions of Gerontological Nursing in the Curriculum</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Rossetti, Jeanette, EdD, MSN, BSN, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Northern Illinois University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">School of Nursing, 1240 Normal Road, DeKalb, IL, 60115, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">815/753-9956</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">rossetti@niu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Judith E. Hertz, PhD, MSN, BSN, R, Assistant Professor; Donna J. Plonczynski, PhD, APN, RN, Assistant Professor; Linda Ehrlich-Jones, PhD, RN, CS, Faculty; Mary Elaine Koren, DNSc, MSN, RN, Assistant Professor; and Julie Robertson, EdD, MSN, RN, Professor</td></tr><tr><td colspan="2" class="item-abstract">Purpose: Focus groups explored the unique perspectives of nursing faculty regarding gerontological nursing and its placement in the curricula at one Midwestern university school of nursing. Problem: The older adult population is growing exponentially worldwide. Currently, a high proportion of nurses' caseloads in hospitals, home care and long term care are older adults. Nursing students must be educationally prepared to care for older adults. Faculty have an obligation to prepare students for their role in caring for older adults. However, to build a stronger gerontological curriculum, understanding faculty's perceptions of gerontological nursing and the perceived facilitators and barriers to incorporating this content in the curriculum is needed. Theoretical Framework: This study phase, part of a larger project involving all stakeholders at the school, used Participatory Action Research (PAR) as a conceptual and philosophical framework. Methods: All faculty were invited to participate in focus groups, eight faculty members participated in two separate, one-hour groups (four faculty per group). Teams of two nursing faculty co-led the groups using a structured interview guide to elicit faculty's experiences with older adults, attitudes and perceptions regarding current gerontological curricular content, and perceived facilitators or barriers to building a stronger gerontological curriculum. Findings: Typed focus group responses were co-analyzed and four categories with fifteen supportive themes were identified (a) attitudinal influence on knowledge and perspectives regarding older adults, (b) experiential influence on knowledge and perspectives regarding older adults, (c) educator responsibility to ensure competence in geriatric nursing, and (d) barriers to curricular changes in geriatric nursing. Implications: Results have implications for developing faculty expertise in gerontological nursing, strengthening gerontological content of curricula, planning strategies to implement redesigned curricula and promoting a more positive attitude toward the elderly.</td></tr></table>en_GB
dc.date.available2011-10-26T23:12:17Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:12:17Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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