Michael Smith Foundation for Health Research Scholar, School of Nursing, University of British Columbia, Vancouver, BC, Canada.
J Adv Nurs. 2012 Nov;68(11):2550-8. doi: 10.1111/j.1365-2648.2012.05958.x. Epub 2012 Feb 26.
To a report a study of improvements in students' knowledge and beliefs about nursing care of older adults following completion of an introductory course with integrated adult/older adult content. Background. Nursing schools are under pressure to provide accelerated programmes to meet growing workforce demands and provide students with the knowledge they require to care for an ageing population. Thus, stand-alone courses in gerontological nursing are being eliminated and integrated with general adult content. The effect of this approach remains poorly understood.
A one-group pretest-post-test design was used.
Data were collected between September-December 2010. Students completed the Palmore Facts on Aging Quiz, the Perceptions of Caring for Older People Scale, and open-ended questions about their experiences before and after completing a course with integrated adult/older content.
Students' knowledge and beliefs about nursing care of older adults demonstrated an important improvement following completion of the course. Qualitative findings reflected three themes: relating to older people; neglect by the system; having time to learn.
Findings from this study suggest that even when integrated with general adult content, students' knowledge and beliefs about older adult care can be positively influenced. Furthermore research is needed to examine long-term integration of students' learning about older adult care. Nursing faculty with expertise in nursing care of older adults must develop resources and supports for their colleagues to build capacity among nurse educators and integrate older adult content throughout nursing programmes to enhance nursing practice with an ageing population.
报告一项研究，即在完成一门包含成人/老年内容的入门课程后，学生对护理老年人的知识和信念的改善情况。背景：护理学校面临着提供加速课程以满足不断增长的劳动力需求并为学生提供照顾老龄化人口所需的知识的压力。因此，老年护理学的独立课程正在与一般成人内容相结合。这种方法的效果仍知之甚少。
采用单组前后测设计。
数据收集于 2010 年 9 月至 12 月之间进行。学生完成了 Palmore 老龄化事实测验、照顾老年人感知量表以及关于他们在完成一门包含成人/老年内容的课程前后的经验的开放性问题。
学生对护理老年人的知识和信念在完成课程后有了重要的提高。定性研究结果反映了三个主题：与老年人的关系；系统的忽视；有时间学习。
本研究的结果表明，即使与一般成人内容相结合，学生对老年人护理的知识和信念也可以受到积极影响。此外，还需要研究长期整合学生对老年人护理的学习。具有老年人护理专业知识的护理教师必须为同事们开发资源和支持，以增强护理教师的能力，并将老年人内容整合到整个护理课程中，以增强对老龄化人口的护理实践。
