An overview of educational gerontology is presented, followed by development of models of continuing education in gerontological nursing and a review of continuing education in gerontological nursing in Canada.
It is argued that first-level nursing education cannot be expected to produce professionals with lifelong competency.
Rather than having nurses and other health care professionals return to the university for continuing education, the teaching of university faculty should be extended into the clinical field.
The preparation of a core interdisciplinary group not only in gerontological content but also in teaching techniques allows these models to be applied in settings where practitioners are both teachers and learners.
Two ways of providing increased gerontological nursing content are described.
The first model is a « Train the Trainer » series, and the second model describes the development of a learning package for education at a distance, that is, learning in the workplace.
It includes a video and modules for self-study and group study that is self-directed and problem based.
Universities can no longer the duplication of specialized faculty and physical resources that small-group tutorials require.
Many nurses have clinical and content expertise but limited skills in curriculum development and the planning and conducting of educational activities, including presentation techniques.
Recommendations for future directions are offered.
Mots-clés Pascal : Formation permanente, Personnel sanitaire, Vieillard, Gérontologie, Modèle, Nursing, Formation professionnelle, Canada, Enseignant, Université, Homme, Amérique du Nord, Amérique
Mots-clés Pascal anglais : Continuing education, Health staff, Elderly, Gerontology, Models, Nursing, Occupational training, Canada, Teacher, University, Human, North America, America
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 95-0184514
Code Inist : 002B30A09. Création : 09/06/1995.