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.
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