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Objective • To evaluate the effectiveness of using a combination of problem-based learning (PBL) and roleplaying methods in geriatric nursing education through online networks. Methods • The research objects of this paper were selected from nursing students, and the number of participants was 200. The research objects were selected from March 2019 to September 2021. The learning situation and related data of the above students were retrospectively analyzed. According to the teaching methods, the students were divided into groups. The students who received traditional teaching methods were included in the control group, with a total of 100 participants. The students who received network-based PBL mode combined with role-playing teaching were included in the observation group, with a total of 100 participants. The assessment results and learning effect evaluation of the two groups of students were compared, and the level of learning engagement and changes in critical thinking between the groups were compared. Results • The scores of basic theoretical knowledge, clinical practice skills, and clinical case analysis of students in the observation group were higher than those of the control group (P < .001). The evaluation index of nursing students’ learning effects was analyzed. The proportions of enhancing teacher-student interaction, improving team cooperation ability, improving autonomous learning ability and learning interest, improving analysis and problem-solving ability, improving theory combined with practice ability, improving communication and expression ability, improving work self-confidence, improving knowledge and vision, improving literature retrieval and evaluation ability in the observation group were higher than that in the control group (P < .001). After the teaching work, the overall learning input score, cognitive input score, behavior input score, emotional input score, learning harvest score, and learning satisfaction score of students in the observation group were higher than those of the control group (P < .001). After teaching, the scores of finding the truth, open mind, analytical ability, systematic ability, critical thinking self-confidence, curiosity and cognitive maturity of the students in the observation group were higher than those in the control group (P < .001). Conclusion • The combined application of network-based PBL mode and role-playing method can significantly improve the teaching effects of geriatric nursing, with popularization value. [ABSTRACT FROM AUTHOR]

The purpose of this systematic literature review of quantitative findings was to examine the effectiveness of educational interventions to improve gerontological knowledge, attitudes, and willingness to work with older people in baccalaureate nursing students. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines, a systematic literature search was conducted in five databases. Quality assessment was conducted using the Mixed-Methods Appraisal Tool. Based on inclusion and exclusion criteria, 41 papers were included in the review. The overall quality of studies included was moderate. The interventions were classified as education content, simulation or immersion experiences, clinical placement, or a combination of these pedagogical approaches. Majority of studies demonstrated improvement in knowledge and attitudes but there was a limited change in willingness to work with older people. There is insufficient evidence to make recommendations for the most effective educational intervention for enhancing bachelor of nursing students' willingness to engage in gerontological care., (© 2024 Walter de Gruyter GmbH, Berlin/Boston.)

Background: Graduate registered nurses (RNs) start their careers working in a variety of clinical areas including aged care. However, they may not be fully prepared to work in aged care settings that often require them to work independently as the only RN on the premises. A list of essential clinical skills is crucial for supporting the development and effective transition of graduate nurses into aged care., Aims: To identify and rank a list of essential clinical skills for graduate RNs working in aged care settings on commencement of practice., Methods: An explanatory sequential mixed-methods design was applied and included a modified Delphi Study and semi-structured interviews. Five expert aged care RNs engaged in the three iterative Delphi rounds and five graduate aged care RNs were interviewed to confirm the clinical skills and ranking from their perspective. Quantitative data were presented through descriptive statistics. Qualitative data were analysed using thematic analysis., Results: Thirty-six essential clinical skills for graduate RNs working in aged care settings were identified and ranked by the experienced aged care RNs. Graduate RNs supported this list of essential clinical skills on commencement and identified palliative care as an additional skill required by graduate RNs working in aged care., Conclusion: The derived essential skills offer aged care a guided approach to ensure that graduate RNs are work-ready, safe practitioners and supported to work independently., Implications for Practice: The study recommends the essential clinical skills for graduate nurses transitioning in their role as RNs in aged care that will support safe, quality clinical care., (© 2024 The Author(s). International Journal of Older People Nursing published by John Wiley & Sons Ltd.)

Aim: Oral care is one of the most neglected nursing practices owing to a lack of training, standard nursing oral care guidelines and low confidence and skills. There is little evidence to inform the development of oral care training and guidelines, which ideally should be done in collaboration with oral health professionals. Further, there is a lack of research, particularly in New Zealand, with nursing staff caring for care-dependent older people, including those ageing in their own homes. This pilot study aimed to determine the impact of oral care training on nursing staff knowledge, attitudes and confidence in supporting community-dwelling older peoples' oral care., Method: Mixed methods design comprising delivery of an oral healthcare and assessment training intervention by a team comprising nursing and oral health professionals, pre- and post-intervention questionnaires (N = 14) and a post-intervention focus group with community-based nursing staff (N = 5)., Results: Staff knowledge significantly improved (p = 0.046) following interprofessional collaborative training, but attitude and confidence scores did not (p = 0.127), although focus group responses suggested that participants' confidence was heightened. Participants expressed the need to implement oral care practices to benefit clients' health, clarify roles and identify oral care as a core competency. They sought to make individual- and organisational-level practice changes accordingly., Conclusion: Oral care training based on interprofessional collaboration and education enhances nursing staff knowledge but not their confidence in oral care provision. Ongoing, hands-on practical training for nursing staff in collaboration with oral health professionals has the potential to advance nursing oral-care practice and improve care-dependent older peoples' oral care., Implication for Practice: Oral care training and education with oral health professionals is effective to enhance nursing staff knowledge and awareness in oral health care. However, transforming knowledge into nursing oral care practice requires hands on practical training and ongoing collaboration with oral health professionals to improve care-dependent older people's oral health care., (© 2024 John Wiley & Sons Ltd.)

Purpose: To ascertain current nutritional knowledge and training needs of community-based nurses caring for older adults in the United Kingdom., Method: A descriptive cross-sectional, anonymized, online survey of nurses' knowledge, attitudes, and practices related to older adults' nutrition was developed. Community-based nurses working with older adults in the United Kingdom were recruited via social media and convenience sampling., Results: Responses were received from 194 community-based nurses. Nutritional care was seen as a multidisciplinary responsibility by 62% of participants. Most undertook nutrition screening (93%), were confident in providing nutritional advice (83%), and ease of identifying those in need (88%) was high. However, some aspects of nutritional knowledge were less complete, including recommended daily intakes of protein (60% unsure) and fiber (52% unsure)., Conclusion: High confidence in delivering nutritional advice contrasted with uncertainty around some aspects of nutritional knowledge, suggesting opportunities to improve training on the nutritional needs of older adults. [ Journal of Gerontological Nursing, 50 (11), 13-19.].

Background: Reflection is a core competency in geriatric nursing, and reflective learning is an effective approach in nursing education and pracice. An internship program is a transition course that enhances the knowledge, skills, and attitudes of aspiring nursing students in real clinical work. In geriatric clinical setting, nursing internship students require a broad understanding of professional competency that integrates reflective learning with clinical practice to deal with geriatric patient problems and equip them with the knowledge, attitudes, and skills needed to provide quality of care. However, there is a lack of studies examining the effect of holistic reflective learning on professional competency development among nursing internship students in geriatric settings., Aim: This study aimed to investigate the effect of professional holistic reflective learning on professional competency development among nursing internship students caring for hospitalized older adults in medical-surgica wards., Design: This study employed a quasi-experimental pretest-posttest design, where 160 participants were grouped into control and intervention groups. This study was conducted at two nursing schools under the Mashhad University of Medical Sciences in Iran in 2020. Baseline information was collected from both groups, followed by a pretest and follow-up assessment. The intervention group received a Blended Professional Holistic Reflective learning program, while the control group received conventional learning(undertaking professional clinical practice as a usual treatment and submitted reflective logbooks),, which included standard lectures and group discussions., Methods: Participants were selected based on specific inclusion and exclusion criteria. The selection process was non-randomized and unblinded. The participants were equally divided, with 80 in the control group and 80 in the intervention group. Baseline data, including demographic characteristics, were collected. Pretest data were collected for both groups using the Geriatric Nursing-Specific Mini-CEX (GN-Specific Mini-Clinical Evaluation Exercise), an instrument designed to assess nursing students' professional competency in geriatric nursing practice. The intervention was delivered through a combination of in-person and online sessions over four mounts. Posttest data and follow-up, were collected similarly to the pretest. Data were analyzed using SPSS version 22, and potential confounding variables were controlled for in the analysis., Results: The study included a total of 160 nursing internship students, with no exclusions. At baseline, no significant differences were observed between the intervention and control groups in terms of professional competency (PC) and its dimensions, except for age, which was adjusted as a covariate in the analyses. The intervention group showed a significant improvement in PC and its various domains (communication skills, physical examination, clinical judgment, health education, professionalism, and organizational efficacy) over time. The Generalized Estimating Equation (GEE) analysis confirmed significant interaction effects between time and group for all PC dimensions (p < 0.05). Post-test comparisons revealed that the intervention group scored 2.4 points higher than the control group in overall PC (p < 0.001), with sustained improvements in the follow-up phase. Significant within-group improvements were also found across all PC dimensions for both groups from pre-test to follow-up (p < 0.05)., Conclusions: The study found that the professional holistic reflective learning program was effective in developing professional competency among nursing internship students. The blended teaching-learning approach (face-to-face and online) during workshops and geriatric clinical practice is a practical, cost-effective, and time-efficient learning program during students' clinical practice in geriatric settings. Nurse educators are recommended to implement holistic reflective learning during clinical education., (© 2024. The Author(s).)

Background: Canada, like many other jurisdictions worldwide, is facing a nursing shortage. At the same time, high-income countries are facing a rapidly ageing and more complex older adult population. Demands for more responsive health care services are driving systems of care to meet the evolving needs of the ageing population. Internationally-educated nurses (IENs) can help fill gaps in the care of older adults, but may need considerable support to work in new social and health care environments. However, the experiences of IENs within the geriatric care literature have not been comprehensively reviewed. This protocol will outline a scoping review to determine: (1) what is known about the experiences and support needs of IENs in geriatric healthcare settings within high income countries? (2) what are current supportive-pathways for IENs in geriatric practice settings? And (3) what are the research gaps in the existing literature on the experiences and support needs of IENs within the context of geriatrics?, Methods: A scoping review will be conducted guided by the methodological framework set out by Arksey and O'Malley (2005) and later advanced by Levac, Colquhoun and O'Brien (2010). The search strategy will be applied to seven databases (MEDLINE, PubMed (non-MEDLINE records), PsycINFO, PsychArticles, CINAHL, Scopus, Web of Science). Grey literature will be searched using Google search engines, targeted websites and consultation with content experts. Articles of any publication date will be included. A two-stage screening process will be conducted in duplicate (i.e., two reviewers per stage) to determine eligible articles. Data from eligible articles will be extracted using a piloted charting form. Extracted data will be analyzed using thematic and descriptive analyses., Discussion: The findings of the upcoming will highlight opportunities and recommendations to inform future research and support training to support IENs working with older adults within high income countries. Publication, presentations and stakeholder meetings will disseminate our findings., Competing Interests: The authors have declared that no competing interests exist. This work was financially supported by the Science of Care Institute., (Copyright: © 2024 Kokorelias et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Introduction: Geriatric disaster nursing simulation curriculum use scenarios with trauma-based topics that may contribute to lack of psychological safety in learners. This learning condition lowers students' self-efficacy, so supportive debriefing is needed to provide psychological safety for learners. The aims of this study are to develop and apply a geriatric disaster nursing simulation and to evaluate the effectiveness of a supportive debriefing model on psychological safety, learning self-efficacy, and counseling self-efficacy., Methods: A geriatric nursing simulation scenario, checklists, and a standardized patient were developed based on the Analysis-Design-Development-Implementation-Evaluation model. Nursing students were recruited as participants and randomly assigned to either the experimental group, conventional group, or control group. All 3 groups participated in the same geriatric disaster nursing simulation scenario, after which the experimental group used a supportive debriefing model-the SENSE (share-explore-notice-support-extend) model. The conventional group used a common debriefing model, the GAS (gathering-analyzing-summarizing) model, and the control group received simple comments with no debriefing model. The effects of the debriefing models on psychological safety, learning self-efficacy, and counseling self-efficacy were measured by self-report questionnaires. The aggregate scores of the measures were 222 for counseling self-efficacy, 70 for learning self-efficacy, and 50 for psychological safety. Higher scores within these measures corresponded to heightened capabilities., Results: The mean score of counseling self-efficacy in the SENSE model group was significantly increased after the simulation with the supportive debriefing from 142.80 ± 11.43 to 164.53 ± 15.48 ( Z = -3.411, P = 0.001). In addition, the SENSE model group and the GAS model group had significantly higher scores in counseling self-efficacy, learning self-efficacy, and psychological safety than those of the control group. However, the SENSE model group had a significantly higher score in psychological safety than that of the GAS model group., Conclusions: The SENSE debriefing model is recommended as a supportive debriefing model to foster students' psychological safety in disaster nursing simulations., Competing Interests: The authors declare no conflict of interest., (Copyright © 2024 Society for Simulation in Healthcare.)

This study explores nursing students' perceptions of institutionalized elderly care, aiming to identify attitudes and biases that influence their academic and professional development in gerontological nursing. Conducted with 128 students across two campuses, this qualitative study utilized 15 focus groups for data collection. Five primary themes emerged through thematic and inductive analysis: Institutionalized Living, Stereotypes, Improvement Proposals, Exemplary Practices and Positive Observations and Educational Strategies and Person-centered Care Integration. Findings underscore the multifaceted nature of elderly long-term care settings, highlighting the prevalence of loneliness. Despite institutionalization's intent to mitigate loneliness, results suggest its effectiveness is variable, with a deficiency in social interaction opportunities. This underscores the imperative for comprehensive socialization programs. Additionally, integrating students into professional teams has been shown to foster positive interpersonal relationships significantly. Recommendations for enhancing care quality include personalizing living spaces, strengthening bonds between staff and residents, and enriching the nursing curriculum with advanced professional training., Competing Interests: Declaration of competing interest The authors declare that they have no conflict of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Teaching undergraduate students about older adults with dementia remains an area of acute interest in academia. Identifying optimal simulation methodologies to inform dementia education is essential to prepare nursing students to provide care to this population. School of nursing faculty completed a quality improvement project to evaluate the effectiveness of simulation to teach geriatric nursing knowledge and clinical judgment to nursing students. A retrospective review of student journal reflections occurred. The thematic analysis approach was used to analyze the qualitative data collected from narrative journals submitted by nursing students (n = 263). Three major themes of Consciousness of Self, Consciousness of Time, and Consciousness of Communication were identified. Findings have the potential to transform how nursing students view the care needs of geriatric patients. This article provides a resource for nursing educators seeking to integrate simulation-based education to teach concepts of care related to dementia. [ABSTRACT FROM AUTHOR]

Aim: The aim of the paper is twofold: 1. To present observations based on first-year nursing students' narratives during clinical rotation in gerontological nursing care; and 2. Explore a nursing educator's reflections on these observations in relation to the didactic and ethical challenges that occurred., Background: The teaching of ethics is included in nurse education worldwide. Students are in their first clinical placement in residential care of older persons confronted with the moral complexities of gerontological care, where they get little possibility to share emotions and thoughts about ethically challenging nursing situations with a supervising registered nurse., Design: A critical discussion paper., Method: The educator's reflections in this discussion paper are based on a narrative assignment in ethics where first-year nursing students reflect on and describe a nursing situation during their clinical rotation in the residential care of older persons., Results: Most students were acting as mere spectators in the described nursing situation where an older person, ethical standards, or evidence-based care was violated. Some students acted as advocates to the older person and intervened in the situation and a few as inspirers showing alternative ways of handling ethically challenging situations., Conclusions: Educators in nursing programs at the undergraduate level require time for student-centered formative guidance to foster moral courage and practice. During first-year students' clinical rotation, the learning goals in long-term residential care of older persons are focused on evidence-based basic nursing care. In this, students are confronted with ethically challenging situations, where the possibility to learn from a critical reflective practice is rare. When observing situations where an older person is subjected to unethical or unsafe nursing care it is common that the students take the spectators' role, not knowing how to deal with what is observed. Some students are taking an intervening role by trying to alleviate the vulnerability of the older person. A few are showing moral courage by directly intervening when experiencing unethical or unsafe nursing care or conduct. In this the student can inspire fellow students or staff during their clinical rotation in alternative ways of handling ethically challenging situations. As older persons are the largest demographic group that nurses will experience, educators need a sound knowledge of ethics as well as gerontological care to be able to meet and nurture students' ethical reflections during clinical practice and to foster practical wisdom in nursing., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper, (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Purpose: To explore the association between lifelong learning (LL) and successful aging and discover ways that primary care nurses (PCNs) may facilitate successful aging by promoting LL., Method: A narrative review of international evidence from Google Scholar, PubMed, CINAHL Plus, Ovid, and ProQuest was conducted. Twenty-one articles were reviewed. A theoretical framework supported by Troutman-Jordan's theory of successful aging and Baltes and Baltes' model of selection, optimization, and compensation were implemented to examine and illustrate findings., Results: Evidence consistently showed a positive correlation between LL and successful aging., Conclusion: Promotion of successful aging is an important consideration in PCN practice. This study brings awareness to the value of LL in achieving that goal. Incorporating strategies, such as encouraging creative activities and healthy behaviors, cultivating positive perceptions about aging, and helping patients meet their perceived needs, fosters coping with growing older. [ Journal of Gerontological Nursing, 50 (8), 11-17.].

Aim: This study aimed to investigate factors influencing nursing students' satisfaction with aged care placements., Background: Providing positive clinical experiences in aged care is crucial for students to learn safe, quality care and to foster a sustainable workforce., Design: Cross-sectional study METHODS: Nursing students in nursing degrees participated in the national placement evaluation survey. A total of 2378 responses were extracted from the national clinical placement evaluation survey in 2023. Using multinomial logistic regression, demographics, academic, placement characteristics and placement education quality (clinical environment and learning support) were investigated in relation to three different levels of students' overall satisfaction (low, moderate, high)., Results: Students reported overall satisfaction with their clinical placement, with a mean score of 7.9 (SD=2.1) on a 10-point scale. While most students agreed that they had achieved their learning objectives (90.0 %), they reported limited opportunities to interact with the multidisciplinary team (80.0 %). Further, students reported a relatively negative experience with staff, such as willingness to work with students (78.9 %) and being positive role models (78.9 %). Comparing the low satisfaction group to the moderate satisfaction group, male gender, identifying as an indigenous student and higher academic years increased the odds of being 'least satisfied', whereas international students, whose first language was not English and those with higher perceived placement education quality scores had lower odds of low satisfaction group membership. Conversely, compared with the moderate satisfaction group, those with the highest satisfaction with their clinical placement had a greater odds of being older, an international student and having higher scores in placement quality for the clinical environment and learning support. This model predicted 58.7 % of students' overall satisfaction., Conclusions: Positive learning experiences in aged care may promote the importance of practice in this area to new graduates. Despite students' overall positive satisfaction with aged care placements, it is clear there are areas to address: a need to develop a structured approach to enhance aged care clinical experiences, progressive development of learning objectives, enhancing student career preparation and increasing participation in interprofessional collaboration may be useful approaches., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024. Published by Elsevier Ltd.)

Background: Given the realities of global aging, maintaining Comprehensive Geriatric Assessment (CGA) abilities among clinical nurses is very important. Newer methods of continuing education are needed to engage nurses in CGA education. Using multimedia and game-based applications in CGA education (CGA APP) may be an effective method for continuing education., Objectives: To test the effectiveness of CGA APP in improving nurses' confidence in their abilities to perform geriatric care., Design: A randomized, controlled trial were adopted., Setting: An 1343-bed tertiary-care medical center in southern Taiwan., Participants: A total of 1250 nurses met inclusion criteria in 35 adult wards. We employed stratified sampling to recruit a total of 132 nurses proportional to the number of nurses in each ward, from January to March 2019., Methods: Based on the Octalysis gamification framework, the CGA APP was developed. Participants were randomly assigned to either an CGA APP or a control group, which received traditional classroom learning of the same content. The main outcome was improvement in confidence in geriatric care ability were measured before and end of the training session, and six months later., Results: There were no differences in baseline characteristics (except years of experience as a registered nurse), knowledge, attitudes or confidence of geriatric care between the two groups. Clinical nurses in the CGA APP group demonstrated significantly higher confidence in their geriatric care abilities than control group immediately after the intervention (75.85 ± 10.71 vs. 65.93 ± 8.49, p < 0.001) and six-months later (71.13 ± 9.69 vs. 63.57 ± 8.78, p < 0.001). After using GEE to control the confounding variable, the CGA APP group remained significantly higher confidence in their geriatric care abilities than control group., Conclusions: Use of multimedia game-based applications my better engage and teach practicing clinical than traditional learning methods. Our findings suggest that such interventions be further developed and tested for a larger variety of continuing education needs., Competing Interests: Declaration of competing interest All the authors declare no conflict of interest., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

As the department's team had been renewed in less than two years, it was necessary to invent a method to improve cohesion and communication, and to enhance the skills of professionals. This led to the creation of a training program using a variety of methods (theoretical training, care approaches and quality coffees)., (Copyright © 2024 Elsevier Masson SAS. All rights reserved.)

Aim: The aim of this study was to develop an instrument to measure competencies of gerontological nursing faculty., Background: There is no accepted instrument to assess competencies of gerontological nursing faculty., Method: To develop the Gerontological Nursing Competency Questionnaire (GNCQ), we used a modified Delphi technique focused on consensus building among experts from the National Hartford Center for Gerontological Nursing Excellence. The 25-item GNCQ measures confidence in knowledge, confidence in teaching, and interest in further training in gerontological nursing. The instrument was piloted in a large nursing department at a university in southern California., Results: Low faculty competencies in knowledge and teaching and low interest in further training were observed., Conclusion: The GNCQ demonstrated initial content validity and an ability to identify key areas of deficiency in knowledge and teaching among nursing faculty. It may be used for improvement initiatives in gerontological nursing programs., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

In this clinical trial, 60 nurses from three geriatric centers were enlisted and randomly split into two groups: control (n = 30) and intervention (n = 30). Statistical analysis using SPSS version 21 employed Kolmogorov-Smirnov, Chi square, and t-test to assess results. The intervention group received eight training sessions. After the MBSR Training in the intervention groups, results showed there was a statistically significant difference between the two groups concerning the scores of the subscales of death and dying (t = 6.161, P < 0.001), conflicts with physicians (t = 7.962, P < 0.001), inadequate preparation (t = t = 6.524, P < 0.001), lack of support resources (t = 5.532, P < 0.001), conflicts with nurses (t = -6.632, P < 0.001), workload (t = 6.587, P < 0.001), uncertainty of treatment (t = 5.587, P < 0.001) as well as the scores of the subscales of burnout., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background: Based on previous evidence person-centred care (PCC) as a quality indicator is important in long-term care (LTC) settings for older people. Effective ways to increase nurses' person-centred care competence are missing., Aim: To evaluate the effectiveness of a continuing education (CE) intervention named 'Person First-Please' (PFP) for improving nurses' PPC competence and its connection to PPC climate., Methods: Quasi-experimental cluster design with intervention and control groups was carried out in LTC settings for older people. The intervention group (n = 77) received a 10-week CE intervention, with control group (n = 123) working as usual. The primary outcome was professional nurses' PCC competence. Secondary outcome was the PCC climate as perceived by nurses and, residents with their next of kin. Measurements were conducted pre-/post-intervention and after 6 weeks using the validated, Person-centred Care Competence scale and the Person-centred Care Climate questionnaire, staff and patient versions. Data was analysed with descriptive and inferential statistics., Results: PCC competence was significantly increased in the intervention group and remained after 6 weeks of follow-up. PCC climate increased in the intervention group in total score and also in all sub-scales, across residents with their next of kin. The control group did not show any significant change. Comparisons of PCC competence and PCC climate in time between intervention and control groups confirmed that changes seen between groups were statistically significant in intervention group., Limitations: Measurements were self-assessments, which may have been affected by bias, especially in context of competence assessment., Conclusion: The intervention was effective in increasing professional nurses' PCC competence and on person-centred care climate in long-term care settings for older people., (© 2023 The Authors. Scandinavian Journal of Caring Sciences published by John Wiley & Sons Ltd on behalf of Nordic College of Caring Science.)

Objective: The purpose of this study was to evaluate the effect of different teaching methods of geriatric nursing on the mastery of geriatric knowledge among nursing students and their attitude toward the elderly., Methods: Relevant randomized controlled trials (RCTs) and quasi-experimental studies on teaching methods to improve nursing students' knowledge and attitude were systematically retrieved in electronic databases. The time scale of retrieval spans from the database establishment to January 2024, and the database consists of PubMed, the Cochrane Library, Web of Science, Embase, China National Knowledge Infrastructure Database (CNKI), China Biological literature database (CBM), Wanfang Database and VIP Database. Network meta-analysis was performed by Stata 16.0 software., Results: Thirty-nine studies involving 5310 nursing students met our inclusion criteria, and a total of 6 teaching methods were analyzed. According to the surface under the cumulative ranking (SUCRA) ranking, problem-based learning (PBL) was most effective in enhancing the knowledge mastery of geriatric nursing, while simulation-based learning (SBL) demonstrated the best application effect in improving nursing students' attitude toward the elderly. When considering both knowledge acquisition and attitude improvement simultaneously, service learning combined with traditional teaching method (SL+TTM) was found to exhibit the most optimal effectiveness., Conclusion: Educators in geriatric nursing education should prioritize the adoption of PBL, SBL and SL + TTM to enhance nursing students' knowledge and attitude., Protocol Registry: PROSPERO (CRD42023442001)., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Cheng et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this article.

Background: Poor awareness of dementia care by healthcare professionals affects the quality of care for people living with dementia in acute care settings., Objectives: This study examined the effectiveness of a virtual reality-based educational programme for dementia for nurses working in acute care hospitals in Japan., Methods: A dementia education programme for nurses was designed. The programme comprised short movies, virtual reality videos based on the short movies, a lecture, discussions and role-playing based on the experimental learning model. Virtual reality video content was created to promote empathy for people living with dementia through a first-person experience of dementia. The educational programme involved nurses working in an acute care hospital in the Tokyo Metropolitan area. Before and after the programme, we employed structured questionnaires using validated instruments to assess participants' attitudes towards people living with dementia, their intentions of helping behaviour and their confidence in providing dementia care., Results: Seventy-six nurses participated in and completed the pre- and post-tests. The mean age was 34.9 ± 9.2 years, and 90.8% of the participants were female. A paired t-test showed significant before-after improvement in the participants' attitudes towards people living with dementia (41.9 ± 5.1 vs. 44.5 ± 4.8), intentions of helping behaviour towards people living with dementia (10.8 ± 2.5 vs. 12.8 ± 2.1) and confidence in providing dementia care (25.9 ± 6.7 vs. 29.2 ± 6.0)., Conclusion: The programme effectively improved nurses' attitudes towards people living with dementia and confidence in providing dementia care in acute care settings. Future research is important to explore the long-term effects of this programme and its effects on actual dementia care., Implications for Practice: The dementia education programme may promote person-centred care in acute hospitals. Future studies should consider the provision of more flexible programs so that nurses can more easily participate in them., (© 2024 The Authors. International Journal of Older People Nursing published by John Wiley & Sons Ltd.)

Background: With an aging global population and advancements in medical technology, there is an urgent need for innovative gerontological nursing education programs. This study aimed to develop and evaluate the Innovative Gerontological Nursing Intervention Mapping Initiative for Training and Education (IGNITE) program. This program is a digital platform-based postgraduate nursing curriculum that employs the Intervention Mapping Approach (IMA) and Transformative Learning Theory to address the evolving needs of gerontological nursing., Methods: The IGNITE program's development process encompassed a comprehensive approach, including needs assessment, mapping of course objectives, integration of theory-based methods and strategies, course design, implementation, and rigorous evaluation. The pilot evaluation study involved pre- and post-tests focused on ageism, attitudes towards elder care, knowledge about older adults, transformative behavior change, and program satisfaction. The findings revealed significant improvements across all these dimensions, affirming the effectiveness of the program., Results: The program leveraged experiential learning, critical reflection, and rational discourse to facilitate transformative educational experiences. Notably, pre- and post-test comparisons showed marked improvements in attitudes towards older adult care and dementia care knowledge. Participants expressed high satisfaction with the program, with significant reported changes in transformative behaviors. The study also illuminated the initial negative attitudes of clinical nurses towards older adults and underscored the importance of transformative learning experiences in fostering empathy and understanding., Conclusions: The IGNITE program lays a foundational framework for developing educational materials that promote transformative learning and self-reflection among healthcare professionals. This approach can lead to innovative nursing practices and personal growth. The application of the IMA and Transformative Learning Theory in gerontological nursing education shows significant promise. Future research should focus on exploring the long-term impacts of such programs and their applicability in diverse healthcare settings., (© 2024. The Author(s).)

Purpose: The older adult population continues to increase, resulting in greater use of health care resources. Nurses will be at the forefront of providing competent care to this population, but many nurses do not wish to work with the aged population after graduation. The current study sought to explore whether the addition of a clinical shift at an assisted living community promoted positive attitudes by nursing students toward older adults and exposed them to healthy aging., Methods: Students ( N = 70) in a required undergraduate course at a large university in the West received clinical experience at local assisted living communities in which they independently interviewed a resident and provided an educational session to residents., Results: Students, communities, and clinical instructors had a positive experience in this clinical, finding it rewarding and meaningful and a mechanism for observing healthy aging., Conclusion: The incorporation of a clinical experience at an assisted living facility into a stand-alone gerontology course created a positive shift in nursing student attitudes toward older adults, dispelled myths and stereotypes, and was reported to be a meaningful experience. [ Journal of Gerontological Nursing, 50 (2), 11-15.].

The demanding and challenging nature of care for geriatric patients requires appropriate preparation of health care professionals. However, the willingness of nursing students to work in geriatric nursing care is mostly at a low level. The EAging&#95;C project has been developed to investigate the relationship between nursing teachers' and students' attitudes towards older people and its impact on career decisions regarding working in a geriatric setting. This study uses an explanatory sequential mixed-method. The study has been conducted in a Polish academic setting in teams of geriatric nursing practical training teachers and their students. Quantitative and qualitative data have been collected in three stages. Kogan's Attitudes Towards Older People questionnaire has been used to collect quantitative data among teachers and students. By developing two questionnaires for the semi-structured interviews (one for students and one for teachers) qualitative data was collected that deepened the quantitative data collected. The investigation conducted in this project allows us to provide an insight into the issue of the unwillingness to work in a geriatric setting by nursing graduates. Based on the identified variables that are crucial to promoting work with older people, further research can be carried out based on testing the intervention.

A long-standing academic-practice partnership was leveraged to facilitate student learning opportunities pertaining to care provision for older adults living with multiple chronic conditions and complex medical problems. Students from a gerontological nursing course in an accelerated baccalaureate nursing program were partnered with gerontology-educated population health nurses in primary care settings. Students observed how population health nurses integrated the Institute for Healthcare Improvement Age-Friendly 4Ms framework into clinical practice as they performed behavioral, psychosocial, and biometric health risks assessments for older adults during their Medicare annual wellness visit. The population health nurses served as role models for professional delivery of age-friendly care including preventative health and wellness care. Student confidence and perception of their understanding of age-friendly and gerontological nursing care improved. Post clinical experience debrief sessions and clinical reflection assignments demonstrated students' admiration of the expansive role and person-centered approach that population health nurses undertake to ensure comprehensive assessment and wellness promotion. Students appreciated the fluidity of population health nurses' conversation regarding the things that matter most to older adults with complex medical conditions., (Copyright © 2023 Elsevier Inc. All rights reserved.)

Background: With a rapidly growing population of older adults in the U.S., nurses are needed to provide quality gerontological nursing care. However, few nursing students plan to specialize in gerontological nursing and many relate their lack of interest in gerontological nursing to negative pre-existing attitudes toward older adults., Purpose: An integrative review was conducted to examine factors associated with positive attitudes toward older adults in baccalaureate nursing students., Methods: A systematic database search was performed to identify eligible articles published between January 2012 and February 2022. Data were extracted, displayed in matrix format, and synthesized into themes., Results: Two overarching themes were identified as having a positive impact on students' attitudes toward older adults: past rewarding experiences with older adults and gerontology-focused teaching strategies, particularly service-learning projects and simulation., Conclusion: Nurse educators can improve students' attitudes toward older adults by incorporating service-learning and simulation activities into nursing curriculum., Competing Interests: Declaration of competing interest The authors declare no conflict of interest., (Copyright © 2023 Elsevier Inc. All rights reserved.)

Abstract: Despite the increasing demand for nurses in geriatrics, interest lags in working with older adults. The Carolina Opinions on the Care of Older Adults instrument assesses attitudes toward older adults, with one subscale assessing intention to work with older adults. The instrument was used in a pretest/posttest study with prelicensure students enrolled in a gerontological nursing course. Posttest scores showed an improvement in attitudes toward older adults. The geriatric career choice subscale showed no pretest/posttest changes. The Carolina Opinions on the Care of Older Adults instrument is a suitable measure to assess changes in attitudes and intention to work with older adults., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2022 National League for Nursing.)

The article presents abstracts on geriatric nursing topics which include training in gerontological nursing, social and research issues in the field, and aspects of assessment of older people.

Valid and reliable standardized assessment of nursing competencies is needed to monitor the quality of vocational education and training (VET) in nursing and evaluate learning outcomes for care work trainees with increasingly heterogeneous learning backgrounds. To date, however, the modeling of professional competencies has not yet evolved into procedures that would meet large-scale assessment (LSA) standards in VET. To empirically test a proposed structural model for client-directed nursing competence and to estimate psychometric properties of a newly developed video- and computer-based test (CBT) to inform subsequent LSA in nursing VET, 402 final-year nursing students from 24 German schools responded to a 77 item CBT. Multi-dimensional IRT modeling was employed to test the subdomain structure and estimate students' competencies in geriatric nursing. The standardized CBT measures nursing students' client-directed care competence with acceptable precision (WLE= 0.76) and does so across the whole range of observed proficiency levels. Structural validity was supported by substantive contributions of test items from all proposed process-oriented subdomains, practice field scenarios, as well as items with and without reference to emotional demands. However, it was not possible to empirically separate the diagnostic, practical or communicative subdomains, probably reflecting parallel, recursive and hierarchical care processes in complex care situations. On average, students in our sample attained 45 % of the maximum test score so it is a demanding assessment of nursing competence. An extensively piloted, valid and reliable CBT is suggested to assess nursing students' client-directed care competencies at the end of the third year of the VET program. [ABSTRACT FROM AUTHOR]

The Age-friendly Health Systems Initiative is a current multidisciplinary movement driving quality improvement across all health care settings. The 4Ms framework ( What Matters, Medication, Mobility, and Mentation ) provides a common evidence-based language and system of care that can be utilized by all health care providers. Faculty of one nursing program were interested in knowing whether the principles and language of the 4Ms framework align well with the current competencies used to guide undergraduate and beginning level practice for nurses. To answer this question, a crosswalk of curricular and competency guidelines for gerontological nursing was completed to identify how well the competencies aligned with the key concepts of the evidence-based 4Ms framework. Key findings of this crosswalk are being shared with educators for the purpose of describing a systematic way to ensure that the 4Ms are integrated into gerontological curricula and course design. The steps taken to complete the crosswalk are described to guide educators across all disciplines interested in creating curricula that will adequately prepare students to be collaborative partners and leaders in Age-friendly Health Systems.

Ageing is a phenomenon found not only in westernized countries, but throughout the world. And yet, many nurses are not effectively prepared to care for aging individuals. As such, nurse educators across the globe need a unified approach to educating students to provide care of their aging clients. There needs to be increased gerontological content in undergraduate nursing programmes globally, as well as other strategies put into place to enhance the knowledge and skills of future nurses to care for aging individuals in all parts of the world. [ABSTRACT FROM AUTHOR]

With an increasing focus on the development of cultural competence within nursing education, there is a need to capture teaching and nursing experiences from abroad. The teaching and practice experiences of the authors traversed a number of cultural settings -- the Middle East, west Central Africa, Asia, and South East Asia. The following article provides a summary of these teaching experiences under five identified themes: (1) need for adaptability, (2) sensitivity towards culture and ways of knowing, (3) importance of communication and language, (4) the role of family, and (5) the richness of cross-cultural teaching. Findings from the literature are discussed in context of the authors' experiential narratives within each theme. Finally, implications for gerontological nursing are discussed in the absence of literature on cross-cultural nursing for geriatric populations. [ABSTRACT FROM AUTHOR]

What does it take to "sell" geriatric nursing to registered nurses? Within this article, a distance programme on geriatric nursing provided to registered nurses who are working towards their Bachelor of Science in Nursing is described. The means of course delivery and experiences of the educator and students are presented. [ABSTRACT FROM AUTHOR]

Population aging challenges healthcare systems, requiring gerontological advanced practice nurses (GAPN) to address specific and complex care requirements of older adults. GAPN implement evidence-based practices directed to patients and families, focusing on health promotion and protection, disease prevention, recovery, and rehabilitation. In competence-based gerontological advanced practice, comprehensive geriatric assessment is essential for implementing the care plan. In this theoretical essay we reflect about the role of assessment in competence-based advanced nursing practice directed to the care of older adults. From our perspective, geriatric assessment for a high-quality practice must be comprehensive, multidimensional, interdisciplinary, and planned. GAPN must have solid competencies for clinical skills and caring practices; education for health literacy; collaborative care; system management for continuity of care; ethics, advocacy, and moral agency; and evidenced-based practice inquiry. Gerontological models of care and GAPN competencies serve as frameworks to guide practice while assessment is fundamental for providing age-friendly care to older adults.

Undergraduate nursing students in developed countries are reported to have poor perceptions and low preference for gerontological nursing. However, perceptions and preferences of undergraduate nursing students toward gerontological nursing in low-income countries have not been well explored. This study explored the perceptions and preferences of undergraduate nurses in Ghana toward gerontological nursing. A mixed method study design was used to explore Ghanaian undergraduate nursing students' perceptions and preferences for caring for older people. One hundred and seventy-four nursing students were surveyed and 30 of them were interviewed. Quantitative data were analyzed descriptively using SPSS version 27. Content analysis was used to analyze qualitative data to generate themes. Response rate in the study was 73%. The majority of participants (95.4%) were below the age of 29. Gerontological nursing was ranked as the least preferred nursing specialty among graduating undergraduate nurses. Poor perceptions and inadequate knowledge about the care of older people were largely responsible for the lack of preference for gerontological nursing. Improving undergraduate nursing students' knowledge about gerontological nursing is critical in correcting poor perceptions about gerontological nursing.

Use of a delirium escape room is an effective teaching modality that has demonstrated the application of didactic knowledge into clinical practice. Positive comments were shared by all participating nurses. In addition, this learning method was found to be effective for experienced as well as newly licensed nurses. This team building activity evolved into discussions about real life patients who experienced delirium and each group was able to connect the contributing factors with their patients. Communication, coordination, and collaboration were key components as to what lead to a successful escape for all in the end. Participant's evaluations revealed positive feedback indicating appreciation for this hands-on learning activity and "making it an enjoyable and memorable experience.", (Copyright © 2022 Elsevier Inc. All rights reserved.)

The current study sought to examine the moderating role of contact with older adults in the relationship between medical and nursing students' death anxiety and their willingness to work in geriatric care. A total of 385 Chinese freshman and sophomore medical and nursing students were included in this cross-sectional study. Logistic regression results showed that death anxiety was negatively related to students' willingness to work in geriatric care. The negative association between death anxiety and willingness was moderated by contact with general older adults (i.e., students who had frequent contact with general older adults were more willing to work in geriatric care even with a high level of death anxiety). However, contact with grandparents did not have a significant moderation effect. Interventions to reduce the negative impact of death anxiety on students' willingness to work with older adults should consider increasing medical and nursing students' quality and frequency of contact with older adults. [ Journal of Gerontological Nursing, 48 (6), 49-56.].

Background: The older adult population in Canada is increasing, and many will require care within an acute geriatric unit (AGU) or long-term care facility (LTCF). However, the nursing workforce is not growing at the same pace as the population is aging. New graduate nurses may be able to fill this gap; therefore, it is important to understand their intentions of working in gerontological care settings (i.e., AGU or LTCF)., Aim: To examine if nursing education and personal attitudes toward older adults influence newly registered nurses'(RNs) intentions to work in a gerontological care setting., Method: Nurses (n= 1,103) who registered with the College of Nurses of Ontario for the first time in 2018 were invited to complete a questionnaire., Results: The majority of participants (n = 181) reported a positive attitude toward older adults. However, only 14% reported an intention to work in a gerontological care setting. Participants who completed multiple geriatric focused clinical placements were more likely to report an intention to work in these settings., Conclusion: This study provides some information regarding the attitudes and intentions of newly RNs toward a career in gerontological care settings. Further research is needed to understand nurses' intentions regarding working in AGUs or LTCFs.

The American Association of Colleges of Nursing (AACN) administers several complementary programs to improve nursing care for older adults, including the Geriatric Nursing Education Consortium (GNEC). GNEC, a national initiative with generous funding from the John A. Hartford Foundation and operated in collaboration with the Hartford Institute for Geriatric Nursing at New York University, is designed to enhance geriatric content in senior-level undergraduate nursing courses. As a result of the GNEC initiative, faculty at a majority of baccalaureate programs at schools of nursing across the country have been educated in the fundamentals of teaching geriatric nursing and the use of geriatric curriculum resources. Using a train-the-trainer approach, GNEC's primary goal has been to support and empower baccalaureate nursing faculty as they champion geriatric education, train other faculty, and oversee revision of the senior-level undergraduate curriculum at their home institutions. [ABSTRACT FROM AUTHOR]

Facilitating students' knowledge and ability to care for critically ill older adults is a daunting task for even the most experienced teacher. Faculty, preceptors, and mentors must address the seemingly dichotomous objectives of training practitioners capable of providing safe, technologically advanced care intended to restore hemodynamic stability tempered by the simultaneous goal of providing person-centered, culturally competent, age-appropriate interventions. This article provides specific approaches to prepare baccalaureate nursing students for some of the challenges experienced when caring for critically ill older adults, including teaching strategies, clinical competency behaviors/activities, and postconference topics. By creating a safe environment for asking questions, sharing their expertise and experiences, and adequately addressing individual learning styles, teachers can begin to instill the passion, commitment, and knowledge needed to care for this vulnerable population. [ABSTRACT FROM AUTHOR]

Urinary incontinence is common and affects many aspects of older adults' lives; therefore, it is essential that nursing faculty include this content in classroom and clinical teaching situations. This article describes innovative strategies for teaching upper-level nursing students (e.g., junior and senior undergraduates) about urinary incontinence in older adults, specifically, the relevant anatomy and physiology of continence and associated pathophysiology of urinary incontinence, risk factors and consequences, definitions and types, and effective nursing assessment and management strategies. [ABSTRACT FROM AUTHOR]

Story is a creative teaching strategy that can highlight the unique and complex needs of older adults diagnosed with cancer. Story as a means for delivering educational content can enhance recall and memory of details discussed in lecture. The purpose of this article is to describe the use of story as a teaching strategy and to offer suggestions on using story in educating undergraduate nursing students. To construct an effective story, a teaching point must be identified to be the "lesson learned." The story must be constructed around the teaching point and be relevant to the lecture material. Other suggestions for effective use of story are to rehearse, be succinct, and to inject humor if possible. The central goal of using story is to have an impact on nursing students so they will incorporate geriatric best practices throughout their career. [ABSTRACT FROM AUTHOR]