Geriatric Nursing Competencies among Nursing Students Boromarajonani College of Nursing, Trang
Keywords:
Geriatric nursing competencies, nursing students, mixed methodsAbstract
This research study utilized mixed methods to study geriatric nursing competencies and to explore strategies to develop those competencies among nursing students at the Boromarajonani College of Nursing, Trang. The research was divided into 2 stages that were conducted in parallel. In the first stage, we collected quantitative data from 335 nursing students in Bachelor of Nursing Science Program at the Boromarajonani College of Nursing, Trang. Participants completed a questionnaire regarding geriatric nursing competencies. The questionnaire’s reliability was good (Cronbach's alpha coefficient = 0.97). We analyzed the data using descriptive statistics. In the second stage, we collected qualitative data to explore strategies for developing geriatric nursing competencies among nursing students. We collected conducted in-depth, semi-structured interviews among the president and committee of the student union, the head students of each year, and teachers with expertise in geriatric nursing. We analyzed interview data using content analysis. The results of the research were as follows:
1. Overall, geriatric nursing competencies of nursing students at the Boromarajonani College of Nursing, Trang was at a high level (μ = 3.71, σ = 0.65)
2. Nursing competency development strategies for geriatric nursing among nursing students at Boromarajonani College of Nursing, Trang consists of policy, including 1) Formulation of policies, 2) Developing teachers to have competencies and expertise, 3) Resource allocation, technology, and support, 4) Organizing the environment and atmosphere of the college, and 5) Having an appropriate budget. The process of nursing competency development for geriatric nursing includes 1) Design and planning of teaching and learning, 2) Promoting learning, 3) Creating a corporate culture, and 4) Strengthening motivation. The development of good nursing competencies for the geriatric nursing among nursing students also requires good instructional design.
Per our findings, our college should set policy for the development of geriatric nursing competencies. There should be improvement in research utilization competencies in terms of research participation and evaluation of evidence-based elderly practice outcomes. If these measures are implemented, nursing students will be capable to care for older persons more effectively.
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