Geriatric Knowledge and Educational Needs Among Rural Health Care Professionals

Goins, R. Turner; Gainor, Sara Jane; Pollard, Cecil; Spencer, S. Melinda

doi:10.1080/713844301

Cited by 19 publications

(4 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The first part was adapted from a previous study focused on health professionals’ educational needs in geriatric care. 19 The second part included ten statements used to determine the students’ attitudes towards older adult patients. The selected statements were adopted from the Geriatrics Attitudes Survey developed at the University of California, Los Angeles.…”

Section: Methodsmentioning

confidence: 99%

Knowledge and Attitude of Pharmacy Students Regarding Geriatric Care: Questionnaire-Based Analysis in Malaysia

Blebil¹,

Dujaili²,

Mohammed³

et al. 2022

AMEP

View full text Add to dashboard Cite

Introduction There is a predicted growth of up to 17% in an older adult of Malaysian above 60 years of age by 2040. This will increase the workload of almost every healthcare provider to ensure optimal geriatric care. Purpose This study aimed to assess pharmacy students’ knowledge and attitudes towards geriatric pharmacy education and older patients to determine their preparation in delivering appropriate medical care to the geriatric population. Methods Self-administered questionnaires were distributed among pharmacy students in different Malaysian universities. The survey included several sections to assess multiple aspects such as sociodemographic information, assessment of knowledge using a validated 28-item Geriatric Knowledge Assessment Scale (GKAS), and attitudes towards geriatrics education. Results The response rate was around 70% of the respondents. The mean (± standard deviation) age of the cohort was 22.28 (±1.12) years. Despite around 78% of pharmacy students claiming that their knowledge of geriatric care is adequate, their GKAS score showed that only around 20% have high geriatric knowledge. Around 80% of them showed a positive attitude on the importance of taking courses focused on geriatric care and demonstrated interest to further knowledge and training in geriatric care. However, more than half of the students were uncertain of their answers towards their attitudes regarding older patients. Conclusion Given the growing role of pharmacists in the ageing population, this study highlights the importance of geriatric care education among potential pharmacists. Therefore, we urge the need to improve/develop geriatrics education and training into the pharmacy curriculum to ensure sufficient preparation for actual practice after graduation.

show abstract

Section: Methodsmentioning

confidence: 99%

Knowledge and Attitude of Pharmacy Students Regarding Geriatric Care: Questionnaire-Based Analysis in Malaysia

Blebil¹,

Dujaili²,

Mohammed³

et al. 2022

AMEP

View full text Add to dashboard Cite

show abstract

“…New and innovative ways to deliver gerontological continuing education to professionals must be sought with their needs and preferences in mind. Researchers and educators have called for an increased focus on integrating gerontological education into curricula and continuing education for all health care professions (Cummings & DeCoster, 2003;Goins et al, 2003;Karcher & Whittlesey, 2007;Authors, 2010) in order to prepare the current and future workforce to treat the complex needs of an aging society. The current study seeks at providing insight on the current needs of professionals working with older adults in urban and rural care settings, as well as factors that may impact their decision to seek continuing education and professional degrees in gerontology.…”

Section: Nursing Educationmentioning

confidence: 99%

“…Compared to urban healthcare agencies, rural health agencies lack adequately trained staff, have limited resources, and treat a proportionately larger population of older adults (Glasgow & Brown, 2012). Compared to their urban counterparts, service providers and staff in rural settings have minimal gerontological education and limited access to continuing education opportunities (Glasgow & Berry, 2013;Glasgow & Brown, 2012;Goins, Gainor, Pollard, & Spencer, 2003;Kaempfer, Wellman, & Himburg, 2002;Ricketts, 1999). The current study provides insight into the differences between urban and rural health care workers' desire and preferences for continuing gerontological education, as well as factors that may restrict workers' abilities to pursue continuing education in rural and urban areas of Ohio.…”

Section: Introductionmentioning

confidence: 99%

Assessing Needs for Gerontological Education in Urban and Rural Areas of Ohio

Dussen

Leson

Emerick

et al. 2015

Journal of Education and Training Studies

View full text Add to dashboard Cite

Purpose of the Study: This project surveyed health care professionals from both urban and rural care settings in Ohio and examined differences in professionals' needs and interests in continuing gerontological education. Design and Methods: The survey data were analyzed for 766 health care professionals descriptively, using cross-tabulations and c 2 tests. Results: The key findings were that professionals are willing to drive a maximum time of one-hour per week to travel one way to attend classes/workshops to earn gerontology certificate among both urban and rural drivers [(4,N=514)=11.65,p=.020]. Distance learning was the most preferred method for furthering gerontological education for both urban (39%) and rural (49%) participants. One quarter or fewer of the professionals were interested in obtaining a master's degree. Of slightly greater interest was pursuit of a graduate gerontology certificate (25% urban and 28% rural). It is concluded that there is a need and desire for professionals working with aging populations in Ohio to pursue additional education. Preferences for obtaining education inform us of the ways in which education can best be delivered. Implications: Youngstown State University can apply to increase gerontological education access in both urban and rural areas. Such educational opportunities will be a great service to the urban and rural areas of the aging population in the state of Ohio.

show abstract

“…Nevertheless, awareness of the need for adaptation is low. General practitioners, usually not trained for the special needs of multimorbid and older clients, generally provide primary care [2]. However, the number of such patients is increasing not only in primary care, but also in all medical specialties.…”

Section: Introductionmentioning

confidence: 99%

Considerations for the Development of an Undergraduate Curriculum in Geriatric Medicine

et al. 2013

View full text Add to dashboard Cite

Background: Although the number of older patients is increasing in almost all medical specialties, the interest of medical students in geriatrics as a career is still low. Because quality of medical education and educators strongly influences student career decisions, it is important to develop curricula that motivate students to become self-directed, lifelong learners in the field of geriatric medicine. Objectives: We evaluated training aspects in terms of time, core content of teaching goals, and quality of undergraduate geriatric education in medical schools in Austria and Germany. Methods: A standardized paper questionnaire was sent to all 36 German and 4 Austrian medical faculties to evaluate quantitative aspects, content, and quality of pregraduate medical education in geriatrics. Results were compared to the recommendations of the Geriatric Medicine Section of the European Union of Medical Specialists (UEMS). Results: A total of 33/36 (92 of the German medical faculties) and 4/4 (100 of the Austrian medical faculties) responded to the questionnaire. In most of the faculties, geriatric medicine was taught as an independent discipline in the core curriculum, with learning objectives absent in almost one third of the faculties. A medical student's first contact with geriatric medicine occurred on average during the second clinical year (median 8th semester). Although the content of geriatric curricula strongly varied among the faculties, core knowledge as recommended by the UEMS was integrated into most of the curricula. Teaching strategies regarding the development of attitudes and skills also recommended by the UEMS were identified in the curriculum of only some faculties. Conclusions: Geriatrics seems to be an established subject in most German and Austrian faculties. However, the current data clearly indicate highly variable quality in geriatric pregraduate training at German and Austrian universities. Because curricula should prepare young people using competence-based training and assessment methods, room for improvement remains not only in terms of structure, but also regarding quality of training to develop self-directed lifelong learners.

show abstract

Geriatric Knowledge and Educational Needs Among Rural Health Care Professionals

Cited by 19 publications

References 12 publications

Knowledge and Attitude of Pharmacy Students Regarding Geriatric Care: Questionnaire-Based Analysis in Malaysia

Knowledge and Attitude of Pharmacy Students Regarding Geriatric Care: Questionnaire-Based Analysis in Malaysia

Assessing Needs for Gerontological Education in Urban and Rural Areas of Ohio

Considerations for the Development of an Undergraduate Curriculum in Geriatric Medicine

Contact Info

Product

Resources

About