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Veteran Competencies in Nursing Textbooks: Implications for Educators
Katie A Chargualaf1, Barbara Patterson, Brenda Elliott
1About the Authors Katie A. Chargualaf, PhD, RN, CMSRN, is an associate professor, School of Nursing, University of South Carolina Aiken, Aiken, South Carolina. Barbara Patterson, PhD, RN, ANEF, FAAN, is a professor, School of Nursing, Widener University College of Nursing, Chester, Pennsylvania. Brenda Elliott, PhD, RN, CNE, is an assistant professor, Department of Nursing, Messiah University, Mechanicsburg, Pennsylvania. Dr. Patterson, editor of Nursing Education Perspectives, did not participate in review or decision for this article. This work was supported by the Omicron Delta chapter of Sigma Theta Tau International. For more information, contact Dr. Chargualaf at KatieCh@usca.edu.
Aim:
The aim of this study was to examine the adequacy of military/veteran-related content in nursing textbooks used in prelicensure programs.
Background:
With increased numbers of veterans receiving care in civilian settings, nurses may lack essential knowledge, skills, and attitudes outlined in competencies required to provide culturally sensitive veteran-centered care. One explanation for this may be inadequate preparation during prelicensure nursing education.
Method:
A quantitative, descriptive study guided the analysis and rating of 32 key words in 24 textbooks across eight content areas.
Results:
Key words were included in most textbooks but frequently not connected to military service or veterans. The key word with the highest mean rating was posttraumatic stress disorder; the highest rated content area was psychiatric/mental health.
Conclusion:
With limited textbook resources, nurse faculty must engage in deliberate efforts to include veteran content in nursing curricula. As competency-based education trends evolve, these findings are relevant and should be considered in curricular design and revision.
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