Are Changing Demographics Influencing the Trend of Nursing Curricula in Massachusetts BSN Programs? Page 2

Rosenfeld, Bottrell, Fulmer and Mezey (1999), conducted a national survey reporting the baseline gerontological content within baccalaureate nursing programs. This study was conducted due to the limited baseline data defining the gerontological content and faculty preparation within baccalaureate nursing programs and provides the necessary data for future studies to have a comparative basis (Rosenfeld et al., 1999). As a follow up to this national survey a similar study was conducted by Rosenfeld et al. (2005) to determine if additional resources and new initiatives had been effective in influencing the gerontological curriculum with baccalaureate nursing programs. Substantial foundational resources were created to strengthen gerontological nursing knowledge in baccalaureate nursing programs after the baseline study done by Rosenfeld et al. (1999). In 2000, the AACN, in collaboration with the Hartford Institute, published Older Adults: Recommended Baccalaureate Competencies and Curricular Guidelines for Gerontological Nursing Care. This document promotes the incorporation of specific gerontological nursing content/objectives into baccalaureate nursing curriculum (Rosenfeld et al., 2005).

Grocki and Fox (2004) conducted a regional study to discover the specific content that was being included in four year undergraduate nursing programs within the United States and how this data compared to the nation’s demographics. The most recent study by Gilje, Lacey and Moore (2007) was also conducted to determine if geriatric and gerontology issues in United States baccalaureate schools of nursing had been influenced since the publication of the AACN’s Older Adults: Recommended Baccalaureate competencies and Curricular Guidelines for Geriatric Nursing Care.

Similar themes are addressed in each of the four previously mentioned studies. The first is the importance of offering a stand-alone course for gerontology versus integrating the gerontological material into courses already being offered. According to the demographic trends, the probability that a registered nurse will be delivering care to an older American is much greater than the probability the nurse will be delivering care to a child or a patient with a psychiatric-mental health diagnosis, but a majority of nursing programs do not offer stand-alone courses in geriatrics, but offer stand-alone courses in pediatrics and psychology (Rosenfeld et al., 1999). The results of Rosenfeld et al.’s (1999) study revealed that 23% of baccalaureate nursing programs require a stand-alone course and the results of Grocki and Fox’s (2004) study revealed 25% of programs require a course in gerontology which suggests a majority of nursing students are graduating without a focused concentration in care of the elderly. The programs that claim to integrate gerontology into the curriculum actually cover “very little gerontological content” (Rosenfeld et al., 1999, p. 91). Gilje, Lacey and Moore (2007) identify that “the issue of integrating geriatric content into curricula or offering a stand-alone course in geriatrics is a subject of continuing debate” (p. 22), but along with the other studies recognize the importance of offering a stand-alone course.

The consensus amongst the studies suggests that the lack of a required stand-alone course conveys messages to society. “When nursing does not address the geriatric population to the same extent as the pediatric population, for example, a message is sent that this population is of lesser importance” (Grocki & Fox, 2004, p. 50). This message can also affect the attitudes of nursing students toward the older American population. “Courses in gerontology may develop or increase students’ interest in the older population” (Grocki & Fox, 2004, p. 50). Gilje, Lacey and Moore (2007) also suggest that a stand-alone course is important for students to value the care of older people. The authors believe that a stand-alone course is needed, similar to that of other specialty areas, to adequately prepare students to care for this population (Gilje, Lacey & Moore, 2007). Gilje, Lacey and Moore (2007) and Rosenfeld et al. (2005) both compare their current surveys with the study conducted by Rosenfeld et al. (1999). Gilje, Lacey and Moore found that in 2007, 76% of baccalaureate programs required a stand-alone course compared to only 62% in 1997. Rosenfeld et al. (2005) determined that there was no increase in programs offering stand-alone courses from 1997 to 2003, the programs that did offer stand-alone courses were now requiring these courses rather than offering the course as an elective. The results of these studies suggest a trend toward requiring a stand-alone course. CONT'D   

• Are Changing Demographics Influencing the Trend of Nursing Curricula? Page 3

by Kristen Morris, SN; Carol Eliadi, APRN, EdD, JD -

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