Competencies in European gerontological higher education. An explorative study on core elements.

Area of Science:

• Gerontology and Higher Education
• Curriculum Development in Health Sciences

Background:

• Gerontology education programs are crucial for training professionals in aging studies.
• Identifying common competencies ensures consistent quality and relevance in gerontological training across Europe.

Purpose of the Study:

• To determine if a shared foundational set of competencies exists within European undergraduate gerontology programs.
• To analyze and compare competency profiles across multiple European gerontology curricula.

Main Methods:

• A cross-comparative content analysis was performed on competency profile documents from five undergraduate gerontology programs.
• Thematic analysis was employed to identify common elements and categorize competencies.

Main Results:

• A common core of competencies was identified, structured into three main clusters: professional attitude, communication skills, and service provision.
• Fifteen distinct categories were found across these clusters, indicating significant overlap in essential gerontological skills.
• Variations in the number of clusters and categories were observed, potentially reflecting program-specific focuses or documentation differences.

Conclusions:

• There is substantial agreement on the core components essential for undergraduate gerontology education.
• The identified common competencies provide a benchmark for curriculum design and quality assurance in gerontology programs.
• Further investigation into program-specific variations can inform specialized training needs within the field of aging studies.