Abstract
Despite efforts to implement learner competencies in gerontological nursing, a significant knowledge-attitude disassociation remains, with few students interested in pursuing careers in the care of older adults. One reason may be the lack of well-qualified faculty who can design engaging learning experiences with older adults and serve as positive role models for aging care. In response, the National Hartford Center of Gerontological Nursing Excellence commissioned the development of core competencies and a recognition program for educators in gerontological nursing. The goal of these competencies is to promote quality instruction in the care of older adults by describing a set of preferred skills characterizing faculty teaching gerontological content to nursing and interprofessional learners. These educator-focused competencies can guide individual career development for new and current educators who specialize in teaching about the care of older adults. They provide direction for selecting well-prepared individuals for gerontological nursing teaching positions and evaluating educator role performance. This paper describes the development of seven core competencies for nurse educators who teach in academic and professional development programs, as well as criteria for their recognition. An iterative development process was used to define the core competencies, along with descriptions and exemplars of each domain.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 452-460 |
| Number of pages | 9 |
| Journal | Journal of Professional Nursing |
| Volume | 35 |
| Issue number | 6 |
| DOIs | |
| State | Published - Jan 1 2019 |
Bibliographical note
Funding Information:We would like to acknowledge the outstanding advisory support provided by Drs. Joan Stanley, Chief Academic Officer, at the American Association of Colleges of Nursing and Dr. Elaine Tagliareni, former Chief Program Director, National League for Nursing, and the logistical support provided by Yinfei Duan during the validation survey and analysis. We would also like to thank the many individuals who took time to review and validate the core competencies for gerontological nursing educators. Those who provided permission to release their names include: Boston College Connell School of Nursing: Stewart M. Bond, PhD, RN, AOCN, Robin Wood; Clemson University School of Health Research: Nicole Davis, PhD, AGPCNP-BC, GNP-BC; Georgia State University Byrdine F. Lewis College of Nursing and Health Professions: Fayron Epp, PhD, RN; Illinois State University Mennonite College of Nursing: Mary Dyck, PhD, RN, LNHA; Loyola University Chicago Marcella Niehoff School of Nursing: Audrey Klopp, PhD, RN, NHA, Candice Moore, MSN, RN, AHN-BC, HWNC-BC, Kimberly Oosterhouse, PhD, RN; Montana State University: Patricia Holkup, PhD, RN; New York University Rory Meyers College of Nursing: Mattia Jean Gilmartin, PhD, RN, Linda Herrmann, PhD, ACHPN, AGACNP-BC,GNP-BC, FAANP, Elaine M. Sullivan Marx, PhD, RN, FAAN, Janet H. Van Cleave, PhD, MBA, RN, Oregon Health Sciences University School of Nursing: Kris Weymann PhD, RN; Pennsylvania State University College of Nursing: Nikki Hill, PhD, RN; Rush University College of Nursing: Olimpia Paun, PhD, PMHCNS-BC; Rutgers University College of Nursing: Deanna Gray-Miceli, PhD, GNP-BC, CRNP, FGSA, FAANP, FAAN; Saint Louis University School of Nursing: Helen Lach, PhD, RN, CNL, FGSA, FAAN; State University of New York at The College of Brockport Department of Nursing: Susan E. Lowey, PhD, RN, CHPN; University of Arkansas for Medical Sciences College of Nursing: Claudia Beverly, PhD, RN, FAAN; University of Arizona College of Nursing: Cheryl L. Lacasse, PhD, RN, AOCNS; University of Delaware School of Nursing: Ingrid Pretzer-Aboff, PhD, RN; University of Florida College of Nursing: Toni L. Glover, PhD, GNP-BC, ACHPN; University of Minnesota School of Nursing: Laura Kirk, PhD, RN; University of Massachusetts Lowell Solomont School of Nursing: Karen Devereaux Melillo, PhD, AGNP-C, FAANP, FGSA; University of Missouri Sinclair School of Nursing: Jo-Ana D. Chase, PhD, APRN-BC; Kari R. Lane, PhD, RN, MOT; University of North Carolina at Chapel Hill School of Nursing: Mary H. Palmer, PhD, RNC, FGSA, AGSF, FAAN; University of Utah College of Nursing: Linda S. Edelman, PhD, MPhil, RN; Vanderbilt University School of Nursing: Kanah May Lewallen, DNP, AGPCNP-BC, Abby Parish, DNP, AGPCNP-BC, GNP-BC, FNAP, Carrie Plummer, PhD, ANP-BC; Villanova University M. Louise Fitzpatrick College of Nursing: Melissa O'Connor, PhD, MBA, RN; Webster University Department of Nursing: Janice Palmer, PhD, RN, CNE. The project was supported in part by the National Hartford Center of Gerontological Nursing Excellence. The project did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. The authors have no competing interests.
Funding Information:
The project was supported in part by the National Hartford Center of Gerontological Nursing Excellence. The project did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
Publisher Copyright:
© 2019 Elsevier Inc.
Keywords
- Competencies
- Education
- Faculty
- Gerontological nursing
PubMed: MeSH publication types
- Journal Article
