TY - JOUR
T1 - Integrating gerontology competencies into graduate nursing programs
AU - Kennedy-Malone, Laurie
AU - Penrod, Janice
AU - Kohlenberg, Eileen M.
AU - Letvak, Susan A.
AU - Crane, Patricia B.
AU - Tesh, Anita
AU - Kolanowski, Ann
AU - Hupcey, Judith
AU - Milone-Nuzzo, Paula
N1 - Funding Information:
We would like to thank the generous support of The John A. Hartford Foundation and the AACN for funding these two projects. We are indebted to Elizabeth M. Tornquist for editing this manuscript and to Verna R. Leslie for manuscript preparation.
PY - 2006/3
Y1 - 2006/3
N2 - Current demographic and health care utilization trends strongly indicate a rapidly increasing demand for nurses who are well qualified to care for older adults. Advanced practice nurses are positioned to assume leadership roles in geriatric nursing care; however, they must first acquire adequate preparatory education. This article describes two graduate nursing schools' curricular innovations that were funded by The John A. Hartford Foundation, in collaboration with the American Association of Colleges of Nursing (AACN), through the Geriatric Nursing Education Project: Enhancing Gerontological/Geriatric Nursing for Advanced Practice Nursing. These programs at University of North Carolina at Greensboro and Pennsylvania State University incorporated techniques to translate the Nurse Practitioner and Clinical Nurse Specialist Competencies for Older Adult Care [American Association of Colleges of Nursing. (2004). Nurse practitioner and clinical nurse specialist competencies for older adult care. Washington, DC: AACN] into an advanced practice curriculum and developed strategies to sustain curricular innovations. Finally, lessons learned from these two projects are discussed and recommendations are made for integrating geriatric nursing competencies into graduate programs.
AB - Current demographic and health care utilization trends strongly indicate a rapidly increasing demand for nurses who are well qualified to care for older adults. Advanced practice nurses are positioned to assume leadership roles in geriatric nursing care; however, they must first acquire adequate preparatory education. This article describes two graduate nursing schools' curricular innovations that were funded by The John A. Hartford Foundation, in collaboration with the American Association of Colleges of Nursing (AACN), through the Geriatric Nursing Education Project: Enhancing Gerontological/Geriatric Nursing for Advanced Practice Nursing. These programs at University of North Carolina at Greensboro and Pennsylvania State University incorporated techniques to translate the Nurse Practitioner and Clinical Nurse Specialist Competencies for Older Adult Care [American Association of Colleges of Nursing. (2004). Nurse practitioner and clinical nurse specialist competencies for older adult care. Washington, DC: AACN] into an advanced practice curriculum and developed strategies to sustain curricular innovations. Finally, lessons learned from these two projects are discussed and recommendations are made for integrating geriatric nursing competencies into graduate programs.
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U2 - 10.1016/j.profnurs.2006.01.010
DO - 10.1016/j.profnurs.2006.01.010
M3 - Article
C2 - 16564479
AN - SCOPUS:33645092145
SN - 8755-7223
VL - 22
SP - 123
EP - 128
JO - Journal of Professional Nursing
JF - Journal of Professional Nursing
IS - 2
ER -