Atakro Confidence Alorse, Ramsbotham Joanne, Beattie Elizabeth, MacAndrew Margaret
Queensland University of Technology, Brisbane, Australia.
BMC Geriatr. 2024 Dec 3;24(1):990. doi: 10.1186/s12877-024-05315-4.
The present study intended to gain insight into curricula gaps and explore recommendations for change to improve undergraduate nursing students' knowledge, attitudes and skills in gerontological nursing in Ghana.
A qualitative exploratory design was selected for this study. This study was conducted in two phases. In phase 1, semi-structured interviews were conducted with Ghanaian gerontological nursing experts to identify existing gaps in Ghanaian gerontological nursing courses. In phase 2, gerontological nursing experts in Ghana and Australia were interviewed to put forward recommendations to address the current gaps in Ghanaian gerontological nursing courses identified in phase 1. Data were recorded, transcribed verbatim and analysed using a content analysis process.
Five themes were generated from the data. Two of the themes represented gaps in Ghanaian gerontological nursing courses: (1) Gaps in Ghanaian gerontological nursing curriculum impact care of older adults. (2) Aspects of Ghanaian culture perpetuate misconceptions about ageing among undergraduate nursing students. Three themes represented recommendations to address gaps in Ghanaian gerontological nursing courses: (1) Specialised gerontology content is required to dispel myths about ageing. (2) Authentic learning can improve attitudes toward care of older adults. (3) Qualification and skills of preceptors influence knowledge and skills of undergraduate nursing students in gerontological nursing.
The inclusion of content such as spiritual needs and preventive healthcare services in undergraduate nursing curriculum is important in developing graduates that provide quality nursing care for older adults in Ghana. Additionally, the use of teaching approaches such as stand-alone courses, and clinical simulations can contribute significantly towards dispelling misconceptions about ageing and provide a deeper understanding of the care needs of older adults among nursing graduates in Ghana. It is anticipated that when these changes are made by the Nursing Registration Board and nursing schools in Ghana, it will lead to improvement in knowledge and skills specific to the care of older adults and ultimately enhance health outcomes of older adults in Ghana.
本研究旨在深入了解课程差距，并探索改进建议，以提高加纳本科护理专业学生在老年护理方面的知识、态度和技能。
本研究采用定性探索性设计。研究分两个阶段进行。在第一阶段，对加纳老年护理专家进行了半结构化访谈，以确定加纳老年护理课程中存在的现有差距。在第二阶段，对加纳和澳大利亚的老年护理专家进行了访谈，以提出建议，解决第一阶段确定的加纳老年护理课程当前存在的差距。数据进行了记录、逐字转录，并使用内容分析过程进行了分析。
从数据中产生了五个主题。其中两个主题代表了加纳老年护理课程中的差距：（1）加纳老年护理课程的差距影响老年人的护理。（2）加纳文化的一些方面使本科护理专业学生对衰老存在误解。三个主题代表了解决加纳老年护理课程差距的建议：（1）需要专门的老年学内容来消除对衰老的误解。（2）真实学习可以改善对老年人护理的态度。（3）带教老师的资质和技能会影响本科护理专业学生在老年护理方面的知识和技能。
在本科护理课程中纳入精神需求和预防性医疗服务等内容，对于培养能够为加纳老年人提供优质护理的毕业生非常重要。此外，采用独立课程和临床模拟等教学方法，可显著有助于消除对衰老的误解，并使加纳护理专业毕业生更深入地了解老年人的护理需求。预计加纳护理注册委员会和护理学校做出这些改变后，将提高老年人护理方面的知识和技能，最终改善加纳老年人的健康状况。
