Essential Gerontological Components for a Baccalaureate Nursing Curriculum.

Abstract

This study was designed to examine the existing knowledge base, validate a core of essential concepts, and experiment with a concept identification model for planning gerontological curriculum in baccalaureate nursing education. An instrument, the Gerontological Nursing Concept Questionnaire, was constructed from a literature search, course outlines, and interviews with nurses. The sample consisted of 562 gerontological nurses in education and service. Respondents were asked to rate the importance of 174 concepts for baccalaureate education and respond to questions of curriculum structure. Responses were received from 279 nurses: 48% Nursing Educators and 45% Nursing Service Personnel. Findings supported five of six research questions. (1) Thirty-two percent of the concepts were considered Most Important. Content areas represented knowledge of the aging person and process, promotion of health, age-related health problems (physical, mental, and psychosocial), and strategies related to nursing process and roles. (2) Significant disagreement was found between Educator's and Service Personnel rating of concepts. Educators placed more importance on all the concepts whereas Service Personnel favored concepts concerned with nursing intervention strategies and age-related health problems. (3) Educational background of respondents accounted for more variance in rating concepts than did employment setting, extent of gerontological involvement or age. (4) Educators were evenly divided in their opinions of separation or integration of gerontological course content. Service Personnel favored separate courses. (5) The most common conceptual framework suggested was Aging as Normal Developmental Process with nursing intervention aimed at facilitating the promotion of wellness. The study has implications for nursing education and service. (1) A core of essential concepts for baccalaureate education was validated. (2) The core concepts can also provide a basis for continuing education for educators and service personnel who lack gerontological preparation. (3) Differences in perceptions of educators and service personnel suggest the need for continuing dialogue and additional research. (4) Choice of curriculum content may be dependent on the nurse's frame of reference (level of care, professional/educational background, employment setting). Additional outcomes include the development and testing of a model for selection and validation of curriculum content in an emerging field of study for nursing.