What Should Gerontology Learn From Health Education Accreditation?

Abstract

Quality assurance and accreditation are closely tied together. This article documents the work toward a unified and comprehensive national accreditation program in health education. By exploring the accreditation journey of another discipline, the field of gerontology should learn valuable lessons. These include an attention to inclusivity, a generous timeline, ample communication, and abundant resources.

Survey of Master’s Gerontology Students Spanning Over 40 Years

“…The absence of accreditation and state licensure allowing independent practice continues to challenge gerontology graduates, spawning an ongoing debate in the field about the best way to create thriving training programs with viable employment options after graduation (Bradley & Fitzgerald, 2012;Haley et al, 2012;Maiden, Knight, Howe, & Kim, 2012;Pelham et al, 2012;Van Dussen, Applebaum, & Sterns, 2012). Accreditation may be a mechanism to increase student interest, academic accountability, resources, and prestige, giving the movement traction among stakeholders.…”

“…Accreditation may be a mechanism to increase student interest, academic accountability, resources, and prestige, giving the movement traction among stakeholders. However, attaining accreditation requires national consensus for academic integrity and quality and has been cited as a long and costly process to coordinate among invested parties (Bradley & Fitzgerald, 2012;Maiden et al, 2012). Although the broad definition of gerontology may complicate the possibility of accreditation (Haley et al, 2012), some contend the accreditation process might result in a solidified, common identity among gerontologists (Pelham et al, 2012;Van Dussen et al, 2012).…”