Garbrah William, Kankkunen Päivi, Välimäki Tarja
University of Eastern Finland, Department of Nursing Science, Kuopio, Finland; JAMK University of Applied Sciences, School of Health and Social Studies, Jyvaskyla, Finland.
University of Eastern Finland, Department of Nursing Science, Kuopio, Finland.
Nurse Educ Today. 2020 Apr 30;90:104461. doi: 10.1016/j.nedt.2020.104461.
Previous studies have focused on identifying the factors hindering nursing students' interest in gerontology careers, whereas others have suggested interventions to promote students' interest in older people nursing. However, the role of a teacher is equally vital in shaping students' career preference.
This study therefore explored students' perspectives of their gerontological nurse teachers' abilities and its association with students' willingness to work in older people nursing.
A cross-sectional correlation study.
Five Universities of Applied Sciences in Finland.
Undergraduate nursing students (N = 243).
A self-administered survey using the Gerontological Nurse Teacher Scale (GeNTS) and the subscale (Willingness) of the Students' Interest in Nursing Older People Scale (SINOPS). Descriptive and inferential analysis were conducted using SPSS.
There was a moderate positive association (R = 0.25, N = 243, p = 0.000) between students' perspectives of their gerontological nurse teachers' abilities and students' willingness to work in older people nursing. The teachers' abilities to develop gerontological nursing course most influence students' willingness in older people nursing (r = 0.26, p = 0.001), whereas their knowledge and interest in gerontology, least influenced students' willingness in older people nursing (r = 0.14, p = 0.025). Also, the teachers abilities to address students' concerns about aging, promote gerontology careers, and demonstrate leadership skills in gerontology all had a similar statistically significant moderate positive association (r = 0.23, p = 0.001) with students' willingness to work in older people nursing.
Faculty need to ensure that there is adequate personal with expertise in gerontological nursing to advocate for resources to establish a reputable gerontological nursing profile in nursing curriculum and to develop and sustain a positive attitude towards older people nursing among students and staff. A qualitative study is needed to understand the reasons behind students' ratings.
以往的研究主要集中在确定阻碍护理专业学生从事老年护理职业兴趣的因素，而其他研究则提出了促进学生对老年人护理兴趣的干预措施。然而，教师在塑造学生职业偏好方面的作用同样至关重要。
因此，本研究探讨了学生对老年护理教师能力的看法及其与学生从事老年人护理工作意愿的关联。
横断面相关性研究。
芬兰五所应用科学大学。
本科护理专业学生（N = 243）。
使用老年护理教师量表（GeNTS）和学生对老年人护理兴趣量表（SINOPS）的子量表（意愿）进行自填式调查。使用SPSS进行描述性和推断性分析。
学生对老年护理教师能力的看法与学生从事老年人护理工作的意愿之间存在中等程度的正相关（R = 0.25，N = 243，p = 0.000）。教师开发老年护理课程的能力对学生从事老年人护理工作的意愿影响最大（r = 0.26，p = 0.001），而他们对老年学的知识和兴趣对学生从事老年人护理工作的意愿影响最小（r = 0.14，p = 0.025）。此外，教师解决学生对衰老的担忧、促进老年护理职业以及在老年学方面展现领导技能的能力，与学生从事老年人护理工作的意愿均存在类似的具有统计学意义的中等程度正相关（r = 0.23，p = 0.001）。
教师需要确保有足够的具备老年护理专业知识的人员，以争取资源在护理课程中建立良好的老年护理形象，并在学生和教职员工中培养和维持对老年人护理的积极态度。需要进行定性研究以了解学生评分背后的原因。
