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Establishing a Competing Risk Regression Nomogram Model for Survival Data

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Published on: October 23, 2020

Gerontology competencies: Construction, consensus and contribution.

JoAnn Damron-Rodriguez¹, Janet C Frank², Robert J Maiden³

¹University of California , Los Angeles , CA , USA.

Gerontology & Geriatrics Education

|August 8, 2019

Summary

This summary is machine-generated.

The Academy for Gerontology in Higher Education developed core competencies for gerontology education. These competencies guide curriculum development and aging workforce preparation.

Keywords:

Gerontology competencies aging workforce development competency-based education curriculum development education outcomes gerontology education

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Area of Science:

Gerontology Education
Higher Education Curriculum Development
Workforce Development in Aging Services

Background:

The need for standardized gerontology competencies in higher education was identified.
Existing educational frameworks lacked comprehensive integration for undergraduate and graduate levels.

Purpose of the Study:

To describe the development process of the first integrative Gerontology Competencies for Undergraduate and Graduate Education.
To outline the framework, guiding principles, and consensus-building methodology employed.

Main Methods:

A modified Delphi method was utilized over seven review rounds and three developmental cycles.
Input and consensus were gathered from gerontology educators across 30 institutions.

Main Results:

A comprehensive competency framework with ten major domains was established.
Competencies are categorized into essential orientations (Category I), interactional processes (Category II), and selective sector-specific skills (Category III).
Key gerontology characteristics identified include multi-system approaches, interdisciplinary collaboration, valuing older adults' voices, and research utilization.

Conclusions:

Competency-based gerontology education contributes significantly to student learning and aging workforce development.
Future steps include outcome measurement, competency leveling, and accreditation considerations.