Thesis (Ed.D.)--Teachers College, Columbia University, 1975. / Typescript; issued also on microfilm. Sponsor: Alice Rines. Dissertation Committee: Ruth Bennett. Includes tables. Includes bibliographical references (leaves 131-136).

Thesis (M.S.)--University of Michigan, 1970.

Thesis (M.S.)--University of Wisconsin, Schoold of Nursing. / eContent provider-neutral record in process. Description based on print version record.

Thesis--University of Michigan. / Includes bibliographical references (leaves 196-202).

Thesis (M.S.)--University of Michigan, 1970.

Thesis--University of Michigan. / Includes bibliographical references (leaves 196-202).

Thesis (M.S.)--University of Wisconsin. School of Nursing, 1975. / eContent provider-neutral record in process. Description based on print version record.

The current status of gerontological nursing curricula in Canadian generic baccalaureate nursing programs has not been studied. As the Canadian society changes the health care system is struggling to provide adequate health care to the growing population over the age of 65. Nurses must be prepared to assist the elderly in the community and in institutions to cope with increasing disabilities. Therefore, the study of gerontological nursing should be a requirement in a nurses' basic education to prepare them to work with older clients in all settings. This study used a survey methodology to determine the present status of gerontological content in baccalaureate nursing education curricula. Questionnaires were sent to each of the 22 deans/directors of the Canadian generic baccalaureate nursing programs and to 31 provincial reputational "experts" in the field of gerontology. A return rate of 90% and 93% was obtained respectively. The study asked five questions: 1) What nursing model or concepts are used by the generic baccalaureate schools of nursing? 2) What gerontological content is included in these programs? 3) What gerontological content is integrated in courses or taught in required or elective specific gerontology courses? 4) What gerontological clinical experiences are required? and 5) Are faculty academically prepared to teach gerontological content? Answers to these questions were compared with similar questions asked of reputational "experts". A quarter of the schools did not use nursing concepts or models while many schools chose a nursing model which was not consistent with their philosophy of health. Ninety percent of the schools taught gerontology content in integrated courses; half of the schools also offered a specific gerontology course of which 40% were elective courses. Even though all 49 listed gerontology topics and 28 patient problems and care techniques were taught by the majority of the schools there is little evidence the schools are producing gerontology prepared nurses. The gerontology clinical hours accounted for only 7.4% of the total clinical experiences. The "experts" recommended gerontology receive 21% of the clinical hours and that it be dispersed in a variety of community and clinical settings. Few (5%) faculty members were prepared with a post graduate degree in gerontology to act as positive role models for the students. Few (2%) students chose a gerontology practicum in their last year. The findings and recommendations are meant to assist educators with the task of expanding the gerontological curricula in generic baccalaureate nursing programs. The nine recommendations address ways to assist schools to reevaluate their curriculum and improve nursing care to the elderly in Canadian society. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This study surveyed the self perceptions of thirty individuals over sixty-five years of age, who lived in the Vancouver Quadra electoral district, in order to gather information about their needs. The study was designed to answer three questions. Do the elderly living at home in a specific geographical area of Vancouver perceive themselves as having needs in the need areas defined by the literature, namely housing, health, independent living, employment, economic security and interpersonal relations? Do the elderly in the selected sample perceive their needs as being met? Do the elderly in the selected sample perceive nurses as involved in helping them meet their needs? A semi-structured interview schedule was used to obtain information relevant to the research problem. The results of this study indicated that more than half the respondents, or 53 per cent, perceived needs in the need areas defined by the literature. The majority of perceived needs, or 76 per cent, were not met. None of the elderly whose needs were met perceived nurses as involved in helping them meet these needs. Moreover, the majority of the study sample, or 87 per cent, did not perceive nurses as potentially helpful in assisting them to meet their needs. The study recommends that nurses extend their current role and become actively involved in assessing and meeting the needs of the elderly living at home. / Applied Science, Faculty of / Nursing, School of / Graduate

Informal caregiver burden and burnout can cause worsened outcomes of care for both the recipient of care and the caregiver’s overall health. Experiencing increased levels of distress by the caregiver may be the deciding factor for the elder remaining in the home or being placed in a long-term facility for care. Thus, healthcare professionals must be diligent in assessment for presence of a caregiver on admission, as well as identifying needs and providing education of resources within the community upon discharge. The purpose of this project is to implement admission screening for caregiver presence during the inpatient stay, with the goal of early communication to the interdisciplinary team. The project aims are as follows: a) to integrate the “Preparing for Caring” screening tool into the electronic health record, b) for nursing to provide education to the caregiver and assist with identification of needs during the inpatient stay, c) for nursing and the interdisciplinary team to collaborate with the caregiver during the inpatient stay to prepare for discharge, d) to provide education of resources available within the community upon discharge, and e) to include discussion of caregiver presence during the daily interdisciplinary team meeting. Program outcome measures will include use of aggregate data reports to determine the percentage of compliance for screening conduction, case review of identified caregivers, discharge education, and provision of a resource list upon discharge. Specified outcomes are being measured weekly during the implementation phase. As a result of the above, it will be determined if identification and subsequent intervention for informal family caregivers reduces readmission rate to an inpatient facility and the caregiver’s overall sense of burden in providing care upon discharge. Expected outcomes will be reduction in 30-day readmission to the inpatient geropsychiatry unit due to caregiver distress.