Implementing a Gerontological Clinical Nursing Practice With an Interdisciplinary Focus: Lessons Learned

Abstract

A gerontological clinical nursing practice with an interdisciplinary focus was developed to provide opportunities for student nurses to expand their knowledge about aging, hone assessment skills, and critically examine beliefs about older adults. The practice included theory about older adults and a rotation through a variety of clinical settings where students had practice opportunities with older adults. Based on the written and verbal feedback the authors gathered from students and clinical staff, the authors not only learned that was there improvement in students' knowledge, skills, and interactions with older adults, but they also gained greater understanding of the working of an interdisciplinary team and were able to provide a leadership role to the team through their geriatric assessments and knowledge of older adults.

The education received by nursing students regarding nursing older people: a scoping literature review

“…) and psychological health (e.g. ) compared to spiritual , sociological or socioeconomic issues . Concerning students' specialist knowledge, their knowledge and reasoning did develop during their training, yet often not consistently .…”

“…Students generally had more knowledge or interest in physical (e.g. ) and psychological health (e.g. ) compared to spiritual , sociological or socioeconomic issues .…”

“…For the emphasised skills, students developed skills in health assessment (e.g. 44,47,49), ways of facilitating communication (e.g. 50-52), client education (46,47,53) and culturally sensitive care (47,54).…”

“…50-52), client education (46,47,53) and culturally sensitive care (47,54). Additionally, some students succeeded in providing person-centred care (44,55,56). However, the students also experienced problems in communication (36,57) and faced difficulties in geriatric care (58,59).…”

“…These activities included, for instance, reminiscence (50,52,54,55), visits and meetings with older people (e.g. 49,73,74), client assessments (53,75), familiarisation with varying healthcare settings (44) and education about medication (46). From the students' perspective, the combined solutions were reported as useful in promoting their learning (e.g.…”