Integrating gerontology competencies into graduate nursing programs.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Patricia B. Crane, Associate Professor (Creator)
Laurie M. Kennedy-Malone (Creator)
Eileen Mieras Kohlenberg, Associate Dean for Graduate Programs (Creator)
Susan A. Letvak, Professor, Department Chair, & Undergraduate Programs Director (Creator)
Anita S. Tesh, Associate Dean for Undergraduate Programs (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: 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.

Additional Information

Journal of Professional Nursing, 22(2), 123-128
Language: English
Date: 2006
Advanced gerontological nursing, Curricular integration, Competencies, Master’s core curriculum

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