Background Caring for older adults is among the most challenging issue of public health and social care systems in modern societies. By enhancing the nursing curriculum, nursing students will be qualified to provide gerontology care, and they will be acknowledging and working to eliminate ageism from the health care system. Purpose This study explores nurses’ and nursing students’ knowledge and attitudes in caring for older adults and addresses the factors contributing to nurses’ perspectives. It also examines the nursing curriculum's contributions to nurses’ knowledge and attitudes and provides suggestions aimed at reconfiguring the nursing curriculum for comprehensive gerontology nursing care. Methods A mixed-method research design was utilized, and quantitative and qualitative data were collected from 90 nurses and nursing students through an online questionnaire. Data were analyzed via SPSS and NVivo 12 software programs. Results The results revealed that most nurses possess neutral attitudes toward caring for older patients, and their knowledge ranged from average to above-average levels. Statistical analysis revealed no statistically significant difference between gender and nurses’ attitudes or between gender and knowledge. Similarly, there was no statistically significant difference between work status and nurses’ attitudes. Results showed a statistically significant positive correlation between nurses’ attitudes and knowledge level. This study demonstrated the positive impact of the Canadian nursing curriculum on nurses’ knowledge and attitudes. Conclusion The current study recommends providing gerontology nursing courses as a mandatory separate course in nursing education to enhance nursing students’ knowledge and skills for high-quality gerontology nursing care.

Background. The elderly population is considered the most significant health care consumers, and caring for them is among the most challenging issue of public health and social care systems. Providing nursing students with the required skills and knowledge related to the senior population's care will promote their self-efficacy and mindsets.  Aim. This study explores nurses' and nursing students' self-efficacy and mindsets in caring for the elderly, examines the nursing curriculum's contributions to nurses' self-efficacy and mindsets, and provides suggestions for reconfiguring the nursing curriculum for comprehensive geriatric nursing care. Methods. A mixed-method research design was utilized, and quantitative and qualitative data were collected from 90 nurses and nursing students through an online questionnaire. Data were analyzed via SPSS and NVivo 12 software programs. Results. The results revealed that most nurses had an above-average level of self-efficacy toward caring for geriatric patients. A statistically significant positive correlation between self-efficacy and nurses' attitudes, knowledge level, and years of experience was revealed. This study demonstrated the positive impact of the Canadian nursing curriculum on nurses' self-efficacy. Conclusion. The current study recommends following Bandura's self-efficacy theory's fundamental beliefs such as role modeling, verbal encouragement, and mastery experience to enhance the nursing curriculum by incorporating them into the teaching and learning strategies to improve nursing students' performance.