Damron-Rodriguez JoAnn, Frank Janet C, Maiden Robert J, Abushakrah Janice, Jukema Jan S, Pianosi Birgit, Sterns Harvey L
University of California , Los Angeles , CA , USA.
UCLA Center for Health Policy Research, University of California, and University of Southern California , Los Angeles , CA , USA.
Gerontol Geriatr Educ. 2019 Oct-Dec;40(4):409-431. doi: 10.1080/02701960.2019.1647835. Epub 2019 Aug 7.
The Academy for Gerontology in Higher Education (AGHE) in 2014 approved the first integrative "Gerontology Competencies for Undergraduate and Graduate Education"©. This article describes the background, thought development, guiding framework and consensus process for its construction. A modified Delphi method utilizing seven review rounds within three developmental cycles, with gerontology educators from 30 institutions, achieved input and consensus. The comprehensive framework has ten major domains, employs three categories each including multiple selective competencies. Six Category I competencies are essential orientations to gerontology. Four Category II competencies are "interactional" processes of knowing and doing across the field. Category III provides eight selective competencies for sectors where gerontologists may work. From educators' feedback, gerontology characteristics emerged: multi-system approaches; interdisciplinary; communication of older adults' "voices" and strengths; research utilization. The discussion includes the contribution of competency-based gerontology to students and aging workforce development as well as next steps, outcome measurement, levelling and accreditation.
高等教育老年学学会（AGHE）于2014年批准了首个综合性的《本科及研究生教育老年学能力要求》©。本文描述了其构建的背景、思想发展、指导框架和共识达成过程。采用改进的德尔菲法，在三个发展周期内进行了七轮评审，有来自30所机构的老年学教育工作者参与，从而获得了各方意见并达成共识。该综合框架有十个主要领域，分为三类，每类包括多项选择性能力要求。第一类的六项能力要求是老年学的基本导向。第二类的四项能力要求是跨领域认知与实践的“互动”过程。第三类为老年学专业人员可能工作的领域提供了八项选择性能力要求。从教育工作者的反馈中可以看出老年学的特点：多系统方法；跨学科；传达老年人的“声音”和优势；研究成果应用。讨论内容包括基于能力要求的老年学对学生和老年劳动力发展的贡献以及后续步骤、成果评估、水平划分和认证。
