Enhancing preparation of undergraduate students for practice in older adult settings
Jill Clendon
School of Health and Social Sciences, Nelson Marlborough Institute of Technology, Nelson, New Zealand
PP: 094 - 105
Abstract
Aim:
The aim of this study was to explore what factors may enhance the teaching and preparation of undergraduate Bachelor of Nursing students to better prepare them for practice in older adult settings in a provincial region of New Zealand.
Background:
There are concerning shortages of nurses working in older adult settings in New Zealand. With an ageing nursing workforce, demand for nurses in this area will continue. Of ongoing concern is a lack of interest among undergraduate students to take up positions in older adult settings on completion of their studies.
Method:
This exploratory study utilised a qualitative approach to explore the perspectives of 12 participants (six faculty and six industry leaders) on how preparation of undergraduate students to take up nursing positions in the older adult sector can be enhanced. Data were collected over a 5-month period from February 2009 until June 2009.
Findings:
Ways to enhance undergraduate student preparation to work in the older adult sector included: making older adult content visible within an integrated curriculum; faculty development; identification of key skills and implementing processes to teach these; reinvigorating clinical placements in older adult settings with a particular focus at each year of the programme; and actively developing collaborative partnerships between faculty and clinicians.
Conclusion:
The provision of appropriate older adult care content in undergraduate registered nursing programmes is an area warranting attention if faculty are to ensure student nurses are appropriately prepared to take up positions in the older adult sector.
Keywords
undergraduate education; older adult care; student nurses; nursing curriculum
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