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Published on: June 21, 2010
A qualitative exploration of gaps in undergraduate gerontological nursing courses and recommendations for change
Confidence Alorse Atakro1, Joanne Ramsbotham2, Elizabeth Beattie2
1Queensland University of Technology, Brisbane, Australia. alorseconfidence.atakro@connect.qut.edu.au.
Background:
The present study intended to gain insight into curricula gaps and explore recommendations for change to improve undergraduate nursing students' knowledge, attitudes and skills in gerontological nursing in Ghana.
Methods:
A qualitative exploratory design was selected for this study. This study was conducted in two phases. In phase 1, semi-structured interviews were conducted with Ghanaian gerontological nursing experts to identify existing gaps in Ghanaian gerontological nursing courses. In phase 2, gerontological nursing experts in Ghana and Australia were interviewed to put forward recommendations to address the current gaps in Ghanaian gerontological nursing courses identified in phase 1. Data were recorded, transcribed verbatim and analysed using a content analysis process.
Results:
Five themes were generated from the data. Two of the themes represented gaps in Ghanaian gerontological nursing courses: (1) Gaps in Ghanaian gerontological nursing curriculum impact care of older adults. (2) Aspects of Ghanaian culture perpetuate misconceptions about ageing among undergraduate nursing students. Three themes represented recommendations to address gaps in Ghanaian gerontological nursing courses: (1) Specialised gerontology content is required to dispel myths about ageing. (2) Authentic learning can improve attitudes toward care of older adults. (3) Qualification and skills of preceptors influence knowledge and skills of undergraduate nursing students in gerontological nursing.
Conclusion:
The inclusion of content such as spiritual needs and preventive healthcare services in undergraduate nursing curriculum is important in developing graduates that provide quality nursing care for older adults in Ghana. Additionally, the use of teaching approaches such as stand-alone courses, and clinical simulations can contribute significantly towards dispelling misconceptions about ageing and provide a deeper understanding of the care needs of older adults among nursing graduates in Ghana. It is anticipated that when these changes are made by the Nursing Registration Board and nursing schools in Ghana, it will lead to improvement in knowledge and skills specific to the care of older adults and ultimately enhance health outcomes of older adults in Ghana.
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