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Published on: February 2, 2020
Exposing Undergraduate Nursing Students to Older Adults: A Qualitative Analysis
Christine A Pariseault1, Christina R Whitehouse, Melissa O'Connor
1About the Authors Christine A. Pariseault, PhD, RN, CEN, is an assistant professor, Widener University School of Nursing, Chester, Pennsylvania. Christina R. Whitehouse, PhD, AGPCNP-BC, CDCES, FADCES, is an assistant professor, M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, Pennsylvania, and an associate member of the NewCourtland Center for Transitions in Health, University of Pennsylvania School of Nursing, Philadelphia, Pennsylvania. Melissa O'Connor, PhD, MBA, RN, FGSA, FAAN, is the M. Louise Fitzpatrick Endowed Professor in Community and Home Health Nursing and a Betty Irene Moore Fellow for Nurse Leaders and Innovators, M. Louise Fitzpatrick College of Nursing, Villanova University. She is also an associate member, NewCourtland Center for Transitions in Health, University of Pennsylvania School of Nursing. The authors acknowledge the M. Louise Fitzpatrick College of Nursing's Geriatric Interest Group for their support of this experience. For more information, contact Dr. Pariseault at capariseault@widener.edu .
Abstract:
Care of the older adult can be complex and influenced by ageism. The purpose of this pilot study was to expose nursing students to older adults earlier in the undergraduate curriculum. This study examined the experiences of student participation in caring for older adults. Qualitative analysis of student logs was conducted. Themes that emerged included age-related changes, environmental considerations, psychosocial needs and changes, consideration of gerontology as a career choice, and existing bias. Early experiences are vital in the curriculum and provide enhanced engagement in gerontology.
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