Faculty of Nursing, Level 3, Edmonton Clinic Health Academy, University of Alberta, 11405 - 87 Avenue, Edmonton, Alberta T6G 1C9, Canada.
J Prof Nurs. 2022 May-Jun;40:1-12. doi: 10.1016/j.profnurs.2022.02.005. Epub 2022 Feb 15.
Gerontological nursing is not a career choice for most new graduates. Nurse educators, who influence students' career decisions, lack expertise in older person care. The academic culture may affect educators developing gerontological expertise.
The study explored the culture of a Canadian pre-licensure nursing education program in relation to educators' expertise in gerontological nursing.
In a focused ethnography, 22 nurse educators/researchers/administrators participated in interviews and/or observations conducted from March 2018 to December 2018. Content analysis of interview transcripts and fieldnotes occurred concurrently with data collection.
Themes characterizing the culture were: Structure and Hierarchy, Losing Gerontology, Teaching Challenges, and Valuing Older Persons and Their Care. Participants felt: a hierarchy limited gerontologists' support for undergraduate educators and the curriculum; the integrated curriculum reduced the focus on gerontology; limited professional development opportunities and excessive workload constrained building gerontology expertise; and valuing older persons and their care influenced access to gerontology resources.
The culture of a pre-licensure nursing program impacted educators building expertise in older person care. More research is needed to overcome barriers that constrain educators' proficiency in gerontological nursing. Increasing the number of educators adept in gerontology will develop nurse graduates with an appreciation for working with older persons.
老年护理学并不是大多数应届毕业生的职业选择。影响学生职业决策的护理教育工作者缺乏老年人护理方面的专业知识。学术文化可能会影响教育工作者发展老年学专业知识。
本研究探讨了加拿大护理预科教育项目的文化与教育工作者在老年护理方面的专业知识之间的关系。
在一项集中的民族志研究中，22 名护理教育者/研究人员/管理人员参与了 2018 年 3 月至 12 月期间进行的访谈和/或观察。对访谈记录和实地笔记进行了内容分析，同时进行了数据收集。
描述文化特征的主题有：结构和层级、失去老年学、教学挑战以及重视老年人及其护理。参与者认为：层级限制了老年病学家对本科教育者和课程的支持；综合课程减少了对老年学的关注；专业发展机会有限和工作量过大限制了老年学专业知识的建立；重视老年人及其护理影响了获得老年学资源的机会。
护理预科项目的文化影响了教育工作者在老年人护理方面建立专业知识。需要进一步研究以克服限制教育者在老年护理学方面熟练程度的障碍。增加精通老年学的教育者人数将培养出对与老年人合作有欣赏能力的护理专业毕业生。
