Analysis of Gerontology Research

Introduction

Analysis of research surrounding gerontology suggests that nursing students are increasingly reluctant to work with the older population, prompting the need to review the educational needs of students (Flood & Clark, 2017, p. 588). Therefore, the question arises, “How do you engage nursing students in meaningful education pertaining to gerontological nursing studies?” As advanced nursing students, we can relate to some viewpoints about working with the aging population. Once this question is answered, we hope to see an enrichment in nursing education about working with older people, which will improve long-term quality of care (Flood & Clark, 2009) and increase the nursing workforce with graduate nursing students (Garbrah et al., 2017). Research on existing challenges around education and care surrounding the aging population is ongoing and has been conducted across various countries, practicing nurses (Registered Nurses and Licensed Practical Nurses), and educational institutions among student nurses, such as Canada (Dahlke et al., 2019a), Canada (Dahlke et al., 2019b), the United Kingdom (Brown et al., 2007), the United States of America (Flood & Clark, 2009), and Finland (Garbrah et al., 2017). The purpose of this literature review is to explore the research on older adult care and learning needs to determine what is known, key areas for knowledge transfer to nursing students, and what gaps may exist.

Inadequate Training and Lack of Knowledge

Older people are the largest, most complex, and vulnerable users of the health care system (Dahlke et al., 2019b; Flood & Clark, 2009). This has posed challenges on the care of this population in aspects such as a decrease in the number of nurses available to care for them, lack of knowledge, and experience (Flood & Clark, 2009). People who lack knowledge and experience may also lack dedication to their job and therefore shy away from tasks that seem challenging when working with older people (Flood & Clark, 2009). This can lead to poorer outcomes for the illnesses these older people face. Dahlke et al. (2019b) further explain that nurses who lack gerontological knowledge are short-sighted in recognizing medical emergencies for this population, such as delirium. When these emergencies are not caught early enough, they can lead to complications in care for older people. It is necessary to ensure that adequate training and knowledge are instilled by faculty members and educators involved in the teaching of upcoming nurses. Increasing knowledge about the unique challenges of geriatric care can enhance patient outcomes and provide a more fulfilling career path for nurses.

Clinical Experience

Dahlke et al. (2019a) propose that the initial clinical placements for nursing students should be “balanced with experiences of older people in a variety of healthcare settings” (p. 8) and that these experiences can positively impact students' perspectives towards the aging population. Furthermore, Dahlke et al. (2019a) found that research has focused mainly on ‘what’ students are learning rather than the socialization processes on ‘how’ they learn. Brown et al. (2008) suggest that the negative perceptions nursing students acquire through these initial placements are created by the experiences they have within these placements, rather than negative perceptions stemming from experiences before their training. Other research has shown that poor clinical placements influence students to divert from a career surrounding the care of older people (Cite***). Engaging students in positive and diverse clinical experiences with older adults can promote a more favorable view of gerontological nursing and encourage more students to pursue this critical field.

Professional Status

According to the American Association of Colleges of Nursing (2006), the aging population is continuing to grow, while nurses specializing in gerontology are not (as cited in Flood & Clark, 2009, p. 588). Participants from Fox et al. (2016) research highlighted the need for additional support aimed at the ‘specialization and sophistication’ of geriatric nursing (p. 71). According to findings from Fox et al. (2016), nurses acknowledged their need for attaining knowledge surrounding the care of older people; however, they felt undermined in doing so due to the lack of ‘value and respect’ attributed to their work (p. 73). Dahlke et al. (2015) share that nursing teams are now showing an increase in the number of LPNs and Health Care Aides, and fewer RNs (as cited in Dahlke et al., 2019b, p. 222). This research brings up the aspect of a lower quality of care due to the increase in patients and a lack of nursing professionals. Furthermore, research by Abbey et al. (2006), Ben et al. (2015), Kloster et al. (2007), and Stevens (2011) has shown that gerontologic nursing requires more opportunities for professional growth, and that this was an added reason for nursing students to divert from this as a career option (as cited in Garbrah et al, 2017, p. 8). Enhancing the professional status and providing clear career pathways in gerontological nursing could attract more students to this essential field.

Conclusion

In conclusion, the research indicates significant challenges in engaging nursing students with gerontological nursing, largely due to inadequate training, negative clinical experiences, and issues surrounding professional status. Addressing these challenges through improved educational strategies, enriching clinical placements, and fostering professional growth opportunities could enhance the appeal of gerontological nursing. By doing so, the nursing workforce will be better equipped to provide high-quality care to an aging population, ultimately leading to better patient outcomes and more rewarding careers for nurses.