Teaching Gerontology in Transcultural Academics: A Phenomenographic Study of Thai and Swedish Nurse Educators’ Conceptions of Gerontological Nursing

Introduction: There is an urgent need for registered nurses with gerontological competence within long-term care (LTC) of older adults. Despite increases of life expectancy, LTC for older adults is not emphasized in nursing curricula in neither Sweden nor Thailand. Thus, the aim was to explore conceptions on gerontological nursing (GN) among Swedish and Thai nurse educators. Method: A qualitative phenomenographic method, based on open-ended interviews with five Thai and nine Swedish nurse educators was conducted. Results: The results indicate a paradox between the educators’ knowledge about the implications of global aging, their hope of own aging, and LTC. The ethical responsibility of being credible and a source of inspiration in teaching about aging are focused, while GN seem to be less important. Discussion: To increase students’ interest in GN, measures need to be taken within the educational arenas, where the educators’ own conceptions toward GN, cultural aspects of aging, and LTC are discussed.

A Study of Knowledge, Attitudes, and Educational Needs for Gerontological Nursing in Cancer Hospital Nurses

Purpose: The purpose of this study was to investigate the knowledge, attitudes, and educational needs for gerontological nursing in cancer hospital nurses.Methods: Participants included 208 nurses who had been working in the general wards for more than 6 months. Data collection was conducted through self-reported questionnaires. The Knowledge Scale and Educational Needs for Gerontological Nursing Scale were used for data collection. Also, a Korean version of the Attitudes Toward Older Adults Scale developed by Lim was used. Data were analyzed using descriptive statistics, t-test, ANOVA and Duncan test for multiple comparisons.Results: The average score of the nurses’ knowledge on nursing care for older adults was 21.09 out of 30 points, and their attitudes toward older adults scored 4.29 out of 7 points, which was within a neutral range. The average score of the needs for gerontological nursing education was 4.10 out of 5. In the knowledge level assessment, the drug intervention area showed the lowest score. In terms of the educational needs, geriatric clinical symptoms such as a sore and delirium, and the drug intervention, including dose and toxicity, showed the highest score.Conclusion: Based on the above results, providing education is necessary for cancer hospital nurses so their knowledge on and positive attitudes toward older adults can improve.

Competencies relevant for gerontological nursing: Focus-group interviews with professionals in the nursing of older people

Older people are present in a variety of nursing settings and have distinct care needs. Evidence about the competencies required is crucial when developing the profession. The aim of the study was to describe competence areas relevant in gerontological nursing. A qualitative, descriptive study design was used with 27 participants included. Finnish gerontological nursing professionals who worked at several healthcare organizations and in education were interviewed in five focus-group interviews. The interviews were carried out between October 2017 and February 2018 and were analyzed using inductive content analysis. The study is reported according to SRQR guidelines. Analysis indicated four main competence areas for gerontological nursing: clinical nursing competence; competence in promoting health and well-being; interaction competence; and ethical competence. Registered nurses (RNs) must possess multiple competencies when caring for older people which should be taken into account in nursing and education.

The ‘loneliness pandemic’: implications for gerontological nursing

The COVID-19 pandemic compelled states to limit free movement, in order to protect at-risk and more vulnerable groups, particularly older adults. Due to old age or debilitating chronic diseases, this group is also more vulnerable to loneliness (perceived discrepancy between actual and desired social relationships) and social isolation (feeling that one does not belong to society). This forced isolation has negative consequences for the health of older people, particularly their mental health. This is an especially challenging time for gerontological nursing, but it is also an opportunity for professionals to combat age stereotypes reinforced with COVID-19, to urge the measurement of loneliness and social isolation, and to rethink how to further adjust interventions in times of crisis, such as considering technology-mediated interventions in these uncertain times.

Revealing Fourth Year Nursing Students' Assumptions, Anticipations and Realizations of Long-Term Care: Learning Through Critical Reflection

This qualitative descriptive study explored the assumptions, anticipations and realizations of fourth year undergraduate nursing students regarding aging, gerontological nursing and LTC, as they engaged in critical reflection during their LTC placement. The use of skilled facilitation in guiding the critical reflection activities was theoretically underpinned by critical creativity (McCormack & Titchen, 2006). The key findings indicated that the nursing student understanding during their placement experience could be described by their experiences of relationships, contextual factors and feelings. These findings may inform researchers, educators and policy-makers in enhancing the nursing student experience in the LTC setting. Furthermore, the application of critical creativity (McCormack & Titchen, 2006) may be utilized in various contexts.