Auerhahn Carolyn, Mezey Mathy, Stanley Joan, Wilson Laurie Dodge
Hartford Institute for Geriatric Nursing, New York University College of Nursing, New York, NY 10003, USA.
J Am Acad Nurse Pract. 2012 Apr;24(4):193-9. doi: 10.1111/j.1745-7599.2011.00685.x. Epub 2012 Jan 30.
To present the findings from a needs assessment of adult primary care (ANP), gerontological (GNP), and adult acute care (ACNP) nurse practitioner faculty regarding the transition to adult-gerontology NP (A-GNP) programs.
Data were obtained from two sources: (a) an online survey to identify the faculty's primary needs in order to facilitate success in this transition and (b) telephone focus groups to explore survey responses in greater depth.
The survey and the focus group findings indicate that there is a strong need for (a) access to a set of nationally recognized competencies for A-GNPs; (b) teaching/learning resources to support faculty in implementation of A-GNP programs; and (c) formal faculty development opportunities to facilitate faculty efforts to engage in curricular redesign and innovations and assure that NP students acquire strong competence in gerontology content.
The transition to A-GNP has implications not only for NP faculty but also for practicing NPs. Almost all NPs care for older adults in a variety of settings. However, most of these NPs are not specialists in geriatrics. This article provides a context for self-assessment by these NPs of their own needs related to this transition.
介绍针对成人初级护理（ANP）、老年护理（GNP）和成人急性护理（ACNP）执业护士教员就向成人-老年护理执业护士（A-GNP）项目过渡的需求评估结果。
数据来自两个方面：（a）一项在线调查，以确定教员的主要需求，以便促进这一过渡的成功；（b）电话焦点小组，以更深入地探讨调查回复。
调查和焦点小组结果表明，迫切需要（a）获得一套全国认可的A-GNP能力标准；（b）教学/学习资源，以支持教员实施A-GNP项目；（c）正式的教员发展机会，以促进教员参与课程重新设计和创新，并确保执业护士学生在老年护理内容方面具备强大的能力。
向A-GNP的过渡不仅对执业护士教员有影响，对执业的护士也有影响。几乎所有护士在各种环境中都照顾老年人。然而，这些护士大多数并非老年医学专家。本文为这些护士自我评估自身与这一过渡相关的需求提供了背景。
