Abstract
Despite efforts to implement learner competencies in gerontological nursing, a significant knowledge-attitude disassociation remains, with few students interested in pursuing careers in the care of older adults. One reason may be the lack of well-qualified faculty who can design engaging learning experiences with older adults and serve as positive role models for aging care. In response, the National Hartford Center of Gerontological Nursing Excellence commissioned the development of core competencies and a recognition program for educators in gerontological nursing. The goal of these competencies is to promote quality instruction in the care of older adults by describing a set of preferred skills characterizing faculty teaching gerontological content to nursing and interprofessional learners. These educator-focused competencies can guide individual career development for new and current educators who specialize in teaching about the care of older adults. They provide direction for selecting well-prepared individuals for gerontological nursing teaching positions and evaluating educator role performance. This paper describes the development of seven core competencies for nurse educators who teach in academic and professional development programs, as well as criteria for their recognition. An iterative development process was used to define the core competencies, along with descriptions and exemplars of each domain.
| Original language | English (US) |
|---|---|
| Journal | Journal of Professional Nursing |
| DOIs | |
| State | Published - Jan 1 2019 |
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Keywords
- Competencies
- Education
- Faculty
- Gerontological nursing
ASJC Scopus subject areas
- Nursing(all)
Cite this
Development of core competencies and a recognition program for gerontological nursing educators. / The National Hartford Center of Gerontological Nursing Excellence.
In: Journal of Professional Nursing, 01.01.2019.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Development of core competencies and a recognition program for gerontological nursing educators
AU - The National Hartford Center of Gerontological Nursing Excellence
AU - Wyman, Jean F.
AU - Abdallah, Lisa
AU - Baker, Natalie
AU - Bell, Charlene
AU - Cartwright, Juliana
AU - Greenberg, Sherry A.
AU - Kim, Jennifer
AU - Krichbaum, Kathleen
AU - Mueller, Christine A.
AU - Overcash, Janine
AU - Skemp, Lisa
AU - Van Son, Catherine R.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Despite efforts to implement learner competencies in gerontological nursing, a significant knowledge-attitude disassociation remains, with few students interested in pursuing careers in the care of older adults. One reason may be the lack of well-qualified faculty who can design engaging learning experiences with older adults and serve as positive role models for aging care. In response, the National Hartford Center of Gerontological Nursing Excellence commissioned the development of core competencies and a recognition program for educators in gerontological nursing. The goal of these competencies is to promote quality instruction in the care of older adults by describing a set of preferred skills characterizing faculty teaching gerontological content to nursing and interprofessional learners. These educator-focused competencies can guide individual career development for new and current educators who specialize in teaching about the care of older adults. They provide direction for selecting well-prepared individuals for gerontological nursing teaching positions and evaluating educator role performance. This paper describes the development of seven core competencies for nurse educators who teach in academic and professional development programs, as well as criteria for their recognition. An iterative development process was used to define the core competencies, along with descriptions and exemplars of each domain.
AB - Despite efforts to implement learner competencies in gerontological nursing, a significant knowledge-attitude disassociation remains, with few students interested in pursuing careers in the care of older adults. One reason may be the lack of well-qualified faculty who can design engaging learning experiences with older adults and serve as positive role models for aging care. In response, the National Hartford Center of Gerontological Nursing Excellence commissioned the development of core competencies and a recognition program for educators in gerontological nursing. The goal of these competencies is to promote quality instruction in the care of older adults by describing a set of preferred skills characterizing faculty teaching gerontological content to nursing and interprofessional learners. These educator-focused competencies can guide individual career development for new and current educators who specialize in teaching about the care of older adults. They provide direction for selecting well-prepared individuals for gerontological nursing teaching positions and evaluating educator role performance. This paper describes the development of seven core competencies for nurse educators who teach in academic and professional development programs, as well as criteria for their recognition. An iterative development process was used to define the core competencies, along with descriptions and exemplars of each domain.
KW - Competencies
KW - Education
KW - Faculty
KW - Gerontological nursing
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UR - http://www.scopus.com/inward/citedby.url?scp=85065537817&partnerID=8YFLogxK
U2 - 10.1016/j.profnurs.2019.04.003
DO - 10.1016/j.profnurs.2019.04.003
M3 - Article
AN - SCOPUS:85065537817
JO - Journal of Professional Nursing
JF - Journal of Professional Nursing
SN - 8755-7223
ER -