Gerontological Nursing Education: A Professional and Personal Challenge for Future Baccalaureate Faculty and Students

Cultural- and Educational-Level Differences in Students Knowledge, Attitudes, and Preferences for Working With Older Adults

“…Similarly, researchers report conflicting findings on the effects of age, with some recent studies showing that age is positively correlated with students' attitudes (Deschodt, de Casterle, & Milisen, 2010;Hweidi & Al-Obeisat, 2006;Lambrinou et al, 2009;Soderhamn, Lindencrona, & Gustavsson, 2001), whereas others reported no such correlation (Sheffler, 1998). Previous experience with older people is another controversial predictor that was found to be positively correlated with students' attitudes in some studies (Shoemake & Bowman, 1998), but not in others (Hweidi & Al-Obeisat, 2006;Lambrinou et al, 2009).…”

Knowledge of Normal Versus Pathological Memory Aging Among Police Officers

“…For example, persons with a high-school education or less produce mean correct FAQ scores averaging at 55%, those with college or technical school score at 62%, participants with graduate school education score at 68%, and college faculty score at 84% (Palmore, 1980). More recent studies with groups of students and health-care professionals within the aging community such as physicians (Coe, Miller, Prendergast, & Grossberg, 1982), medical students (Duerson, Thomas, Chang, & Stevens, 1992), undergraduate nursing students (Shoemake, Bowman, & Lester, 1998), hospital personnel (Sherman, Roberto, & Robinson, 1996) and social-service providers from Washington State (Gibson, Choi, & Cook, 1993) continue to find mean correct scores similar to those reported previously. The Knowledge of Memory Aging Questionnaire (KMAQ) (Cherry, West, Reese, Santa Maria, & Yassuda, 2000) was developed to measure laypersons' knowledge of normal and pathological memory aging.…”

Impact of Disability Placements on Allied Health Students: Placement Educators’ Perspectives

“…These were, better preparation by universities of students for disability placements, greater preplacement exposure to the disability discourse and realities, and better coordination and communication with placement hosts about students with additional needs. Preparation for placements is critical, as noted earlier (Shoemake, Bowman, and Lester 1998). However, it is challenging to prepare students adequately for placements because, to a degree, practice requirements remain uncertain, and students cannot be prepared for everything ahead of time.…”

“…It is the meaning made from their contact and experiences working with people with disability that is critical for developing good attitudes both towards people with disability and towards working with people with disability. Shoemake, Bowman, and Lester (1998) state that preparation for experience is essential before students commence learning experiences. Rogan and Wyllie (2003) studied nursing students' perceptions of their knowledge, skills and attitudes towards older people.…”