Gerontological nursing education: A professional and personal challenge for future baccalaureate faculty and students
Investigators in this study wanted to know if student nurses were increasing their factual knowledge adn changing their attitudes about the elderly, as well as, desire to work with them. Respondents included two groups of undergraduates from a main campus (n = 87) and two from a satellite campus (n = 47) of a Baccalaureate College of Nursing (BSN) in a southern university during 1992-1995. E. D. Palmore's (1990) quizzes (FAQ1, FAQ2, FAMHQ) were used as pre-tests (upon entering the junior year) and post-tests (upon completion of the senior year). E. D. Palmore's (1988) "documentation" and "classification" of items were used to calculate knowledge and attitude scores. Feelings about working with the elderly were part of demographic data, as were "determinants" in E. D. Palmore's (1982) "Theoretical Model." Mean scores within groups were by dependent t tests. Grand Means for comparison between campuses were by independent t tests at a less than or equal to .05 level of significance. Students from the main campus scored significantly less on the FAQ2, significantly more on the FAMHQ for knowledge, with significantly less negative attitudes on post-tests. Subjects from the satellite campus scored significantly less negative attitudes on post-tests. From 25% to 52% of all students checked "really like" working with the elderly on the post-tests. Recommendations include evaluation and revisions of BSN curricula for gerontological content, assisted faculty to enhance expertise in gerontology, and encouraging students to pursue career tracks in gerontology.
(1998). Gerontological nursing education: A professional and personal challenge for future baccalaureate faculty and students. EDUCATIONAL GERONTOLOGY, 24(5), 491-507.
Available at: http://aquila.usm.edu/fac_pubs/5002