This
inventive on-line course organizes curriculum into 7 project
modules that "inspire" the acronym, INSPIRE:
intellect (I), nutrition (N), self-concept (S), physical
activity (P), interpersonal functioning (I), restful sleep
(R), and elimination (E). Each module is run by co-principal
investigators of the Hartford grant, all of whom have
expertise in their particular sections. Module assignments
include readings, web research, and field experiences.
The course aims to teach nursing students the basics of
geriatric nursing care, while honoring the older adult's
individuality and experiences. It is largely the brainchild
of H. Michael Dreher, D.N.Sc., RN, Assistant Professor
& Associate Director of Undergraduate Nursing Programs,
who reports that the modules have "flamed" interest
in geriatric nursing education.
Dr.
Dreher believes strongly that gerontology nursing must
fuse with technology, or "it will die." Accordingly,
this course introduces "GRIP" (Gerontological
Reasoning Informatics Project), a highly sophisticated
PDA template for gerontological clinical assessments.
Collaboration with Drexel's College of Information Science
and Technology made this project possible, and at the
same time, created a strong link between the two schools.
Faculty applaud the implementation of the PDA into clinical
care, and in fact now require all incoming students to
purchase PDA's with sufficient memory for use in all clinical
areas. Dr. Dreher reports that students complete these
paperless assessments in 20 minutes, and then must use
critical thinking to put their results in context. He
considers this marriage of gerontology nursing with technology
to be the single factor that will ultimately be responsible
for the survival of gerontology nursing.
Inspired
by the Hartford curriculum grant, Dr. Dreher has changed
his career focus from immune function and sleep disruption,
to gerontology nursing. He has already secured federal
funding for this fall's clinical, and plans to apply for
more federal grant monies to keep the gerontology/technology
nursing initiative alive. He is in the process of copywriting
the GRIP project, and plans to speak in September about
fusing tech and gerontology in undergraduate nursing education
at the University of Missouri's "Improving Chronic
Care Quality: Transferring Gerontology Research into Practice."
He is hopeful that, as more and more nursing schools replicate
this fusion of gerontology and technology into their curriculum,
they will turn out enough expertly prepared nurses to
care for our nation's elderly population, whose unprecedented
growth rate shows no signs of stopping.
