Nurses’ perceptions of gerontological nurse practitioner programme curricula: A qualitative descriptive study
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Purpose: This study aimed to describe nurses’ perceptions of gerontological nurse practitioner (GNP) programme curricula, especially positive and negative aspects of the curricula and suggestions to improve the curricula. Methods: Twenty-one certified GNPs attended one or two interviews and the data obtained were analysed using a conventional content analytic method. Results: The analysis revealed seven categories and 18 subcategories. The main positive aspects of the GNP programme curricula were “Acquiring knowledge and skills to elder care through the GNP programme” and “Application of gerontological nursing-related knowledge and skills attained from the GNP programme.” The negative aspects included “Didactic education insufficient for the development of expertise in gerontological nursing” and “Ineffective and suboptimal operation of clinical practice curriculum.” Suggestions to improve the GNP programme curricula were “Enhancement of education in core courses,” “Strengthening the contents of gerontological nursing didactic courses,” and “Quality improvement of clinical practice.” Conclusion: The findings indicate that educators, policymakers, and other stakeholders should re-examine the current GNP programme curricula to provide GNP students with quality education and training pertinent to professional healthcare for older adults in various healthcare settings.
Abstract
Purpose: This study aimed to describe nurses’ perceptions of gerontological nurse practitioner (GNP) programme curricula, especially positive and negative aspects of the curricula and suggestions to improve the curricula. Methods: Twenty-one certified GNPs attended one or two interviews and the data obtained were analysed using a conventional content analytic method. Results: The analysis revealed seven categories and 18 subcategories. The main positive aspects of the GNP programme curricula were “Acquiring knowledge and skills to elder care through the GNP programme” and “Application of gerontological nursing-related knowledge and skills attained from the GNP programme.” The negative aspects included “Didactic education insufficient for the development of expertise in gerontological nursing” and “Ineffective and suboptimal operation of clinical practice curriculum.” Suggestions to improve the GNP programme curricula were “Enhancement of education in core courses,” “Strengthening the contents of gerontological nursing didactic courses,” and “Quality improvement of clinical practice.” Conclusion: The findings indicate that educators, policymakers, and other stakeholders should re-examine the current GNP programme curricula to provide GNP students with quality education and training pertinent to professional healthcare for older adults in various healthcare settings.
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