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APRN Resource Center: Transitioning to Adult-Gerontology APRN Education

Geriatric Nursing Education Consortium ResourceS

Geriatric Assessment Series:

  • How to Try This: The Hartford Institute for Geriatric Nursing at New York University's College of Nursing, with the American Journal of Nursing, collaborated on a three-year project funded by the John A. Hartford Foundation to translate evidence-based geriatric assessments and best practices into cost-free, web-based videos and AJN companion articles. These resources are developed specifically to build gero assessment skills among nursing faculty and students and can be used without copyright fees or concerns. To view visit: http://www.nursingcenter.com/library/static.asp?pageid=730388

Competency Documents:

  • Recommended Baccalaureate Competencies and Curricular Guidelines for the Nursing Care of Older Adults (2010)
    AACN and the Hartford Institute for Geriatric Nursing at New York University College of Nursing worked collaboratively with an expert panel to develop these competencies and curricular guidelines to serve as a supplement to the 2008 AACN Essentials of Baccalaureate Education for Professional Nursing Practice. The purpose of this document is to assist nurse educators in incorporating geriatric-focused nursing content and learning opportunities into the baccalaureate nursing curriculum, including both the didactic and clinical experiencesto ensure that nursing students are able to provide the necessary geriatric care for the nation’s aging population.  This project was generously funded by the John A. Hartford Foundation.

  • Adult-Gerontology Primary Care Nurse Practitioner Competencies
    These 2010 consensus-based competencies focus on the unique practice knowledge, skills, and attitudes of the adult-gerontology primary care NP. The competencies are intended to be used in conjunction with — and build upon — the graduate and APRN core competencies outlined in the AACN (2006) Essentials of Doctoral Education for Advanced Nursing Practice or the AACN (1996) Essentials of Master’s Education for Advanced Practice Nursing. In addition, these competencies build upon the NONPF (2006) core competencies for all nurse practitioners.

  • Adult-Gerontology Clinical Nurse Specialist Competencies
    These 2010 competencies focus on the unique practice knowledge, skills, and attitudes of the adult-gerontology CNS. The competencies are intended to be used in conjunction with and build upon the graduate and APRN core competencies outlined in the AACN (2006) Essentials of Doctoral Education for Advanced Nursing Practice or the AACN (1996) Essentials of Master’s Education for Advanced Practice Nursing. In addition, these competencies build upon the National CNS Core Competencies (2008) for all clinical nurse specialists.

  • Recommended Competencies for Older Adult Care for the Family CNP and Women’s Health CNP
    This 2010 publication describes the recommended competencies of new graduates of graduate-degree and post-graduate certificate programs preparing certified nurse practitioners (CNPs) prepared to care for those populations that provide care to older adults but who are not adult-gerontology CNPs. Specifically, these populations include the family CNP who provides care across the lifespan, and the women’s health or gender-related CNP (APRN Consensus Work Group and NCSBN APRN Advisory Committee, 2008). This set of recommended competencies is not intended to alter or replace competencies developed for these CNP populations. Rather, the competencies described here complement other role and population competencies and highlight those areas of competence and evidence-based knowledge that CNPs providing care to older adults should have in order to improve health outcomes, quality of life, and level of functioning of the growing population of older adults.

  • Recommended Competencies for Older Adult Care for CNSs Prepared for Women’s Health/Gender Specific and Across the Lifespan Populations
    This 2010 publication describes the recommended competencies of new graduates of graduate-degree and post-graduate certificate programs preparing clinical nurse specialists (CNSs) prepared to care for those populations that provide care to older adults but are not adult-gerontology CNSs. Specifically, these populations include across the lifespan, and the women’s health or gender-related CNS as defined in the Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education Group, 2008). This set of recommended competencies is not intended to alter or replace competencies developed for these CNS populations. Rather the competencies described in this document complement and are intended to augment the national CNS core (National CNS Competency Task Force, 2008) and population-focused competencies. The competencies delineated in this document are intended to highlight those areas of competence and evidence-based knowledge that CNSs providing care to older adults should have in order to improve
    health outcomes, quality of life, and level of functioning of the growing population of older adults.

  • Competencies are also available in Spanish
    Adultos Mayores: Competencias Recomendadas y Guía Curricular para El Cuidado De Enfermeria Geriatrico en el Programa de Licenciatura (Baccalaureate) (pdf)

  • Geropsychiatric Nursing Competency Enhancements
    The Geropsychiatric Nursing Collaborative created a set of geropsychiatric nursing competency enhancements in partnership with key professional organizations. These enhancements are not intended to ‘stand-alone,’ but rather to enhance existing or to-be-developed competencies by relevant professional nursing organizations. The competency enhancements are organized in four topic areas: entry level and advanced practice level for Gerontological, Psychiatric-Mental Health and Other Specialties Caring for Older Adults, i.e. Adult, Family, Acute Care, and Women’s Health. The advanced level category is further categorized by role, either Nurse Practitioner or Clinical Nurse Specialist. To view these documents, as well as key concepts and a definition of geropsychiatric nursing, please see http://www.pogoe.org/product/20660. You must have an account to view the actual documents, but registration is free.

Curriculum Development:

  • Hartford Institute for Geriatric Nursing’s Clinical Web Site: ConsultGeriRN.org provides evidence based geriatric nursing resources.
  • Showcasing Curriculum Grant Innovations
    The GNEP curriculum awardees are highlighted individually on the AACN Web site. Each entry showcases the school's innovations, lessons learned and valuable resources (e.g., syllabi, student feedback, assessment tools, and many more). Since 1996, The John A. Hartford Foundation has funded the American Association of Colleges of Nursing to prepare baccalaureate and graduate faculty to educate nursing students in the care of older patients.  This work, conducted in collaboration with the Hartford Institute for Geriatric Nursing at the New York University College of Nursing, has provided support to faculty, developed consensus-based competencies for baccalaureate and graduate level nursing education, and created materials to integrate these competencies into the baccalaureate and graduate curricula. New funders of this effort include The Commonwealth Fund, the Picker Institute, and the Jewish Foundation for the Education of Women.

    More recently, the National League for Nursing’s ACES (Advancing Care Excellence for Seniors)project, which also includes funding from Laerdal Medical and The Independence Foundation, has sought to foster gerontological integration in prelicensure nursing programs. This effort includes new classroom-ready teaching tools and strategies, curriculum guidelines and examples, and a set of minimum standards of the knowledge, skills, and attitudes required to care for older patients.

    This recent gerontological integration project spearheaded by the NLN’s ACES project builds on and complements the prior work done by the AACN and the Hartford Institute. The ultimate goal of all this work is to advance the level of awareness, knowledge and skills within the nursing educational community regarding the best ways to care for older adults.

Self Assessment of Geriatric Knowledge :

  • Dr. Beth Townerat Western University created the Self Assessment of Geriatric Knowledge for incoming master's students, which is now available for any BSN nurse to assess his/her level of geriatric nursing knowledge. Please visit the Concepts in Geriatric Care website to learn more about the assessment and other innovations at Western University.

Curriculum Mapping Tool:

  • Dr. Kathleen Blais developed her own curriculum mapping tool to assist in redesigning the curriculum atFlorida International University. Her simple, effective tool puts the competencies on one axis of a grid and nursing courses on the other-the result? A tool that allows you to visually identify knowledge gaps.

GNEC Curriculum Survey and Content Mapping Tool:

End-of-Life Core Curriculum:

  • The End of Life Nursing Education Consortium (ELNEC) is a comprehensive, national education program to improve end of life care funded by The Robert Wood Johnson Foundation. ELNEC is operated by AACN and the Los Angeles-based City of Hope National Medical Center (COH). The ELNEC core curriculum was developed by a group of nationally recognized experts in end of life care. It is revised regularly, based on participant recommendations and new advances in the field.

  • Toolkit for Nurturing Excellence at End of Life Transition (TNEEL), also funded by the Robert Wood Johnson Foundation, is an innovative, easy-to-access, teaching package of electronic tools for palliative care education.

Gerontology Review Courses:

Geriatrics and the Advanced Practice Web-Based Interactive Case Studies:

  • The Geriatrics and the Advanced Practice Curriculum: A Series of Web-Based Interactive Case Studies was developed to provide non-gerontological nurse practitioner and clinical nurse specialist students with essential geriatric nursing content. Using a problem-oriented approach, cases focus on common health problems of the older adult.

Other helpful resources:

  • Geriatric Nursing Education Consortium (GNEC) is a national initiative of AACN with generous funding from the John A. Hartford Foundation to enhance geriatric content in senior-level undergraduate nursing courses. Administered by AACN in collaboration with the Hartford Institute for Geriatric Nursing, faculty at a majority of the baccalaureate schools of nursing across the country will be educated in the fundamentals of geriatric nursing and the use of geriatric curriculum resources.
  • The Hartford Geriatric Nursing Initiative (HGNI) brings together AACN, JAHFIGN and the American Academy of Nursing (AAN), all recipients of Hartford Foundation funding, to improve care for older adults through innovations in nursing education, research and practice.
  • Hartford Institute for Geriatric Nursing website is an excellent source for evidence based resources in geriatric nursing.
  • ConsultGeriRN.org, developed by the Hartford Institute for Geriatric Nursing at NYU, contains evidence-based clinical content on the care of older adults, hospital competencies, opportunities to aquire continuing education, and much more.
  • The Association of Gerontology in Higher Education (AGHE)is a national membership organization devoted to gerontological education. AGHE develops and sponsors education and training initiatives and involves students, educators, researchers, and officials from across the country in providing resources for older adults and for those who serve them.
  • The National Association of Geriatric Education Centers (NAGEC) is dedicated to improving the education, supply, distribution and quality of health care professionals through strong community-academic partnerships.
  • Gerontology Interdisciplinary Team Training (GITT)is an effort to encourage health care professionals to work in teams to improve care for older adults. GITT establishes a resource center at the participating institution, schedules monthly team training sessions and acts as a liaison to the GITT resource center at NYU.