Integration of gerontology content in nongeriatric undergraduate nursing courses

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Beth E. Barba, Professor (Creator)
Mary J. Bannon, Clinical Assistant Professor (Contributor)
Kay J. Cowen, Clinical Professor (Contributor)
Deborah Hancock, Clinical Associate Professor (Contributor)
Susan A. Letvak, Professor, Department Chair, & Undergraduate Programs Director (Contributor)
Eileen R. Rossen, Associate Professor (Contributor)
Debra C. Wallace, Associate Dean for Research and Daphine Doster Mastroianni Distinguished Professor (Contributor)
The University of North Carolina at Greensboro (UNCG )
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Abstract: During the last several years, a school of nursing in the southeastern United States has made concerted efforts to integrate geriatric content into every undergraduate course except obstetrics. Even the pediatric nursing course has infused content about grandparents, both as care providers for children and as extended family members. Faculty expertise and passion for teaching geriatric best practices stimulated innovative and creative student experiences without overwhelming curricular revision. This article describes how gerontology content was incorporated into each curricular area and provides examples of classroom and clinical teaching strategies that were successful at this school. (Geriatr Nurs 2006;27:103-111)

Additional Information

Geriatric Nursing, 27(2), 103-111
Language: English
Date: 2006
Nursing curriculum, Undergraduate course, Gerontology content

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