Introduction
The aging population presents a growing challenge for healthcare systems worldwide, including Canada. According to the World Health Organization, the percentage of people over 60 years of age is expected to increase from 12% to 22% by 2050. As such, the demand for skilled gerontological care is more critical than ever. The study "Curriculum, Theory, and Practice: Exploring Nurses’ and Nursing Students’ Knowledge of and Attitudes towards Caring for the Older Adults in Canada" offers valuable insights into how nursing education can be reformed to better prepare practitioners for this challenge.
Study Overview
The research conducted by Mohamed and DeCoito utilized a mixed-method design to assess the knowledge and attitudes of 90 nurses and nursing students towards geriatric care. The study revealed that while most participants held neutral attitudes, their knowledge levels varied significantly. Importantly, the study highlighted a positive correlation between knowledge and attitudes, emphasizing the role of education in shaping perceptions and competencies.
Key Findings
- Neutral to Positive Attitudes: Over half of the participants exhibited neutral attitudes towards elder care, while the rest had positive attitudes.
- Knowledge Disparities: Participants' knowledge about gerontological care ranged from low to above average, indicating a need for curriculum enhancement.
- Curriculum Impact: The nursing curriculum positively influenced both knowledge and attitudes, but practical experience was also deemed crucial.
Implications for Nursing Education
The study underscores the importance of integrating comprehensive gerontological content into nursing curricula. It suggests that gerontology should be a mandatory, standalone course to ensure that nursing students acquire the necessary skills and knowledge. Additionally, the curriculum should focus on healthy aging, not just age-related illnesses, to foster a more holistic understanding of elder care.
Recommendations for Practitioners
Nurses and nursing students are encouraged to seek further education and training in gerontology. Engaging in continuous professional development can help practitioners stay updated on best practices and emerging trends in elder care. Moreover, fostering empathy and reducing ageism through education can improve patient outcomes and enhance the quality of care.
Conclusion
The study by Mohamed and DeCoito provides a roadmap for enhancing nursing education in Canada. By reforming the curriculum to include more gerontological content and emphasizing practical experience, nursing programs can better prepare students to meet the needs of an aging population. For those interested in delving deeper into the research, the original paper can be accessed here.
