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By pursuing the GNP/GCNS
course track, the student receives GNP training first,
thus becoming an expert in individual care, and then brings
into that GNP role the consultative and educational benefits
of the GCNS training. Ultimately, the student has become
more marketable, more flexible, and a better product for
the community.
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Gerontology nurse educators often think
they know mental health, but they don't truly understand
the psychological issues of the elderly population.
Collaboration with gerontology/psychology experts or
at the very least with psychology experts, should be
an integral part of their training.
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Students are not expected to be psychology
specialists. These gerontology/psychology courses are
intended to enhance their knowledge and skills, but
their expertise remains gerontology. Be clear on the
scope of their role--they will be more interested in
pursuing this track if they understand they are not
expected to become psychotherapists.
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If you encounter reluctance from
faculty regarding integration of gerontology, then start
small--demonstrate that gerontology is important. Start
leveraging. The awarding of the JAHF funding and subsequent
creation of stand alone courses for instance, are visible,
tangible indicators of gerontology curriculum's importance
to Case Western's School of Nursing.
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