Introduction
In the evolving environment of contemporary health care, although a booming “gerontological boom” in older adults throughout the world must be undeniable, gerontological nursing remains one aspect that continues to receive little emphasis in introductory nursing education (Administration on Aging [AoA] et al., 2016). While diving into this topic, I will reveal the complex reasons why gerontological nursing as a specialty is not well represented and bring about personal experiences to propose credible strategies that would lead us to greater interest in this essential field.
Defining the Gerontological Nurse
Being a gerontological nurse for me is the role of any health care worker who provides holistic nursing to older patients. This position goes beyond treating acute diseases to encompass the overall well-being of the elderly. Gerontological nurses also manage complex healthcare needs that utilize a variety of considerations to involve factors such as mental health, sociality, and quality of life. Their mission is to encourage health, avoid disease, and ensure the best quality of life for older persons (ANA,2015).
Gerontological Nursing Student Shortage
In turn, the lack of students who select gerontological nursing as several rather complex factors explains their preferred field. First, societal perceptions and cultural biases give rise to acute care and high-tech specialties being regarded as more glamorous and active or spectacular (AoA et al., 2016). In my nursing schooling, I witnessed this prejudice personally because most of the students either preferred fast-paced environments or advanced technological interventions that viewed gerontological nursing as dull. In addition, the supervision of gerontological nursing in primary learning institutions leads to a better understanding of these nurses’ importance. Looking at my education, the need for more attention to such unique skills as required for gerontological nursing became obvious. However, exposure to the profound impacts gerontological nurses can have on the state of older patients was limited.
Strategies to Increase Interest
To stimulate interest in gerontological nursing, a well-rounded strategy is critical. Educational institutions should intersperse gerontological content, integrating theoretical knowledge with practical experiences (Äijö et al., 2018). Firsthand experiences with age care have dispelled stereotypes, thanks to my gerontological nursing elective. Mentorship programs serve as a link between theory and practice by integrating seasoned gerontological nurses. This relationship is not emotional and professional but rather furthering understanding of how this profession changes people’s lives. Stability is also essential to highlight the growing demand for gerontological nursing because of the aging population. A seminar with robust statistics on the growing demand for highly specialized care(AoA et al., 2016) inspired the hearts and minds of students to secure meaningful career opportunities provided by gerontological nursing.
Bridging the Gap: Profile of Older Americans and ANA Standards
The “Profile of Older Americans: The 2016 report provides much-needed demographic data on the predominantly aged population, indicating their large numbers and diverse characteristics. Although unrelated superficially, the “ANA Standards and Scope of Practice Nursing” guide gerontological nurses by providing an outline for ethical professional standards. Based on personal experiences, working by these standards in practice leads not only to quality care but also satisfaction and happiness from the trip of serving older adults (AoA et al., 2016; ANA, 2015). In summary, addressing the gerontological nursing shortage needs joint efforts to change people’s opinions on this kind of work and higher levels of education. We can motivate the next generations of nurses by advocating for the advantages and difficulties in gerontological nursing based on our personal experiences. This contributes to promoting the development and recognition of gerontological nursing in this broader field.
References
Äijö, M., Silén-Lipponen, M., Turjamaa, R., & Tervo-Heikkinen, T. (2018). HEALTH CARE STUDENTS’ THEORETICAL UNDERSTANDING OF FALL PREVENTION AMONG OLDER PEOPLE. EAPRIL 2018, 122.
American Nurses Association. (2015). Nursing: Scope and Standards of Practice (3rd ed.)
Profile of Older Americans: 2016
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