THE RELATIONSHIP OF FACULTY'S ATTITUDES TOWARDS THE ELDERLY AND THE STATUS OF GERIATRIC/GERONTOLOGY IN UNDERGRADUATE NURSING CURRICULA.
Contributors: Columbia University. Teachers College.
Published: 1996
Number of pages: 137
Subjects: Health Sciences, Nursing.; Education, Curriculum and Instruction.; Education, Higher.; Gerontology.
Description: The purpose of this study was to analyze nursing faculty's attitudes toward the elderly and their willingness and commitment toward the inclusion of geriatrics/gerontologic nursing in undergraduate nursing curricula. This study also examined undergraduate curricula at four colleges for the inclusion/exclusion of geriatrics/gerontologic nursing in the curriculum. All nursing education programs must begin to address and include the elderly population in their curricula. Faculty and students must understand that the specific needs of older adults differ from young adults biologically, psychologically, socially, spiritually, culturally, economically, and in political, ethical and legal issues.

The skills required by nurses caring for the elderly include a strong knowledge base in science and theory, compassion and patience. More faculty are needed with education and/or training in geriatrics and gerontology. The need is there for a concerted effort to include gerontologic nursing/geriatrics in all undergraduate programs, with an emphasis equal to the other specialties.

The sample of the study was 46 nursing department faculty members at four undergraduate colleges in the New York metropolitan area. The major findings of the study were: (1) Only 17 faculty members (39%) taught geriatrics/gerontologic nursing. (2) Thirty-five faculty members stated they were very comfortable in working with older people, but they did not work in any geriatric setting. (3) Fundamental core gerontologic nursing courses were not mentioned when faculty members were asked, "Is gerontologic nursing in the curriculum?" and "How is gerontologic nursing included?" (4) Integrated geriatrics courses were in the curriculum of the schools surveyed. (5) There was a collective unwillingness by the majority of faculty members not to include gerontologic nursing in the curriculum as fundamental core courses. (6) Resistance to incorporate gerontology/geriatric nursing into the curriculum has risen from ageism, a denial of the reality of advancing age by some faculty members as well as time constraints as a hindrance in altering the curriculum.
Notes: Source: Dissertation Abstracts International, Volume: 57-07, Section: B, page: 4293.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1996.

School code: 0055.