Gotowa bibliografia na temat „Gerontic nursing”

Penelitian ini bertujuan untuk mengidentifikasi sejauh mana persepsi lansia terhadap asuhan keperawatan gerontik yang diberikan oleh mahasiswa FIK-UI di Kelurahan Rawa Bunga Kecamatan Jatinegara Jakarta Timur. Metoda yang digunakn adalah deskriptif eksploratif. Sampel yang diambil sebagai responden adalah lansia yang telah dibina mahasiswa pada saat melakukan praktek keperawatan gerontik. Hasil dari penelitian ini menunjukkan bahwa lansia dapat merasakan manfaat dilakukannya asuhan keperawatan gerontik dengan skor rata-rata 4,04. Untuk menindaklanjuti penelitian ini direkomendasikan untuk melakukan penelitian tentang lansia terhadap asuhan keperawatan gerontik dengan menggunakan metode kualitatif, karena persepsi merupakan penjelasan tentang pengalaman yang perlu dipelajari secra lebih mendalam sehingga tidak cukup hanya menggunakan metode kuantitatif. The purpose of this research was to identify how to elderly perception of the nursing care of elderly that was given by the students of Faculty of Nursing University of Indonesia. The area of this research was in 3 sub districts of Rawa Bunga district, East Jakarta. The research utilized explorative of descriptive design. Sample that was taken as the respondent were elderlies who have been cared by the student while they do their gerontological clinical practice. The result of this research showed that elderlies got the benefit from gerontic from gerontic nursing care by score 4,04. This research recommend to conduct the same research using qualitative method to gain more information related to perception and experience of elderlies.

This narrative inquiry traces and recounts an epiphaffic experience of a registered nurse on entering gerontic nursing, and her subsequent three-decade journey through the complexities and mazes of this nurse specialty. Such inquiry seeks to enable a better understanding of the realities of ageing and caring for older adults by opening up thinking and beliefs underpinning gerontic nursing work. Modern aged healthcare involves complex gerontic nursing actions, requiring highly skilled nursing personnel, but on the whole, gerontic nursing is dimly perceived and misunderstood by professional colleagues and the general public. Much of this misunderstanding is a legacy of an outdated ideology of gerontic nursing; yet these public beliefs, attitudes and interpretations are extremely powerful in determining aged care policy. As the population ages and more elderly people access healthcare services, society will be faced with an array of complex political and socioeconomic factors. This thesis aims to untangle such choices by pursuing the questions of: How have the constructs of ageing impacted on gerontic nursing practice and education?, What type of gerontic nurse will be required to provide future elderly care? and How will these people be educationally prepared for their new roles? Many of the constructs explored are dialectical in nature; that is, they have developed by inner conflict, the scheme of which is thesis and antithesis, or an original tendency and its opposing tendency. Such dialectical thinking has underpinned much of this thesis and in many instances, particularly in chapter 7, has taken the next step to the unification of these opposing tendencies; that is, synthesis, to create new understanding or meaning. Issues explored relate to: the ontology of ageing; the meaning of life; gerontophobia; Australia's changing population profile; changing aged healthcare systems; gerontic nursing cultural dilemmas; workforce planning; elder health in the future and gerontic nursing practice and education shifts. In a theoretical and methodological context, increasing difficulty with conventional epistemologies and the science founded on them is leading nurse theorists ever nearer to a postmodernist position. Narrative becomes a means through which gerontic nursing can accumulate and express cultural knowledge and critique procedure. The thesis exemplifies narrative's profound potential for underpinning the reconceptualisation of gerontic nursing practice and education. It is narrative's capacity to foreground the relationship between daily practice and knowledge that makes it a critical tool for the future of gerontic nursing inquiry. Narrative facilitates the paradigm, or more ontological shift from the dominant medical model of aged healthcare and 'tender loving care' rhetoric, to a therapeutic, caring-healing approach which has been in the margins in gerontic nursing practice. In the context of gerontic nurse education, narrative pedagogy offers new ways of thinking even in the midst of oppressive practices. Many issues remain unresolved about how gerontic nurses can be educated for future gerontic nursing practice. It would seem that aged care in Australia is a site of such organisational and cultural change, it threatens to undermine knowledge, care and understanding and shift care to untrained staff. The thesis illustrates how such approaches cloak much of gerontic nursing practice and devalue the intimate work of caring intelligently, emotionally and physically for frail older adults. However, while such tensions abound in gerontic nursing practice, the 2l~ century offers skilled gerontic nurses the opportunity to become key components in the refigured and redesigned aged healthcare delivery system. Research indicates that because few know enough about the sum of the future to impede well-constructed attempts at engaging in any new model design, taking any action is infinitely better than none. It is on this premise that Chapter seven posits a new model design for residential long-term aged care for older adults, believing that by imagining a different future, it can then be created and become a reality.

This narrative inquiry traces and recounts an epiphaffic experience of a registered nurse on entering gerontic nursing, and her subsequent three-decade journey through the complexities and mazes of this nurse specialty. Such inquiry seeks to enable a better understanding of the realities of ageing and caring for older adults by opening up thinking and beliefs underpinning gerontic nursing work. Modern aged healthcare involves complex gerontic nursing actions, requiring highly skilled nursing personnel, but on the whole, gerontic nursing is dimly perceived and misunderstood by professional colleagues and the general public. Much of this misunderstanding is a legacy of an outdated ideology of gerontic nursing; yet these public beliefs, attitudes and interpretations are extremely powerful in determining aged care policy. As the population ages and more elderly people access healthcare services, society will be faced with an array of complex political and socioeconomic factors. This thesis aims to untangle such choices by pursuing the questions of: How have the constructs of ageing impacted on gerontic nursing practice and education?, What type of gerontic nurse will be required to provide future elderly care? and How will these people be educationally prepared for their new roles? Many of the constructs explored are dialectical in nature; that is, they have developed by inner conflict, the scheme of which is thesis and antithesis, or an original tendency and its opposing tendency. Such dialectical thinking has underpinned much of this thesis and in many instances, particularly in chapter 7, has taken the next step to the unification of these opposing tendencies; that is, synthesis, to create new understanding or meaning. Issues explored relate to: the ontology of ageing; the meaning of life; gerontophobia; Australia's changing population profile; changing aged healthcare systems; gerontic nursing cultural dilemmas; workforce planning; elder health in the future and gerontic nursing practice and education shifts. In a theoretical and methodological context, increasing difficulty with conventional epistemologies and the science founded on them is leading nurse theorists ever nearer to a postmodernist position. Narrative becomes a means through which gerontic nursing can accumulate and express cultural knowledge and critique procedure. The thesis exemplifies narrative's profound potential for underpinning the reconceptualisation of gerontic nursing practice and education. It is narrative's capacity to foreground the relationship between daily practice and knowledge that makes it a critical tool for the future of gerontic nursing inquiry. Narrative facilitates the paradigm, or more ontological shift from the dominant medical model of aged healthcare and 'tender loving care' rhetoric, to a therapeutic, caring-healing approach which has been in the margins in gerontic nursing practice. In the context of gerontic nurse education, narrative pedagogy offers new ways of thinking even in the midst of oppressive practices. Many issues remain unresolved about how gerontic nurses can be educated for future gerontic nursing practice. It would seem that aged care in Australia is a site of such organisational and cultural change, it threatens to undermine knowledge, care and understanding and shift care to untrained staff. The thesis illustrates how such approaches cloak much of gerontic nursing practice and devalue the intimate work of caring intelligently, emotionally and physically for frail older adults. However, while such tensions abound in gerontic nursing practice, the 2l~ century offers skilled gerontic nurses the opportunity to become key components in the refigured and redesigned aged healthcare delivery system. Research indicates that because few know enough about the sum of the future to impede well-constructed attempts at engaging in any new model design, taking any action is infinitely better than none. It is on this premise that Chapter seven posits a new model design for residential long-term aged care for older adults, believing that by imagining a different future, it can then be created and become a reality.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing
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At the current time of demographic changes in the world , it is observed that the health sector requires restructuring of its practices in caring for the elderly , in order to enable a comprehensive and humane care . In this sense, we identify the need for qualified professionals to assist the elderly and, therefore , it is important that training curricula are adequate to this reality . The study aims to analyze how it develops teaching gerontological nursing component in undergraduate nursing . This is a descriptive , exploratory study with a qualitative approach, in two higher education institutions in the city of Natal / RN . The population involved corresponded to the coordinators of graduate courses in nursing and teachers who teach content of health care for the elderly, a total of seven participants . The data collection instruments were used: a questionnaire containing questions related to the characterization of the participants and the teaching of gerontological nursing in undergraduate courses in nursing and a form with items of analysis for pedagogical projects . The results were presented descriptively in tables and analyzed from coming themes of the main themes of the instruments defined in: knowledge about the research participants , knowledge of teaching gerontological nursing component and knowledge of pedagogical projects , discussed under Resolution paragraph . 03 of 7/11/2001 , which establishes standards for the nursing program , the educational projects of educational institutions , the Theoretical Donald Shoon and thematically relevant literature . The results indicate that the majority of participants were female (four), all have graduate though , none of them stated in the qualification of aging or elderly health area; the organization of the contents of the component in the curriculum, workload theoretical- methodological and practical teaching strategies presented was heterogeneous and sometimes diverging at the same institution . On the definition of gerontological nursing component was identified that is not well defined along the pedagogical design of educational institutions surveyed . It was concluded that in the context of this study , teaching gerontological nursing is present in the course of nursing education, but needs reevaluation and updating in order to teach a wider range of driving and health practices
No atual momento das mudan?as demogr?ficas populacionais no mundo, observa-se que o setor sa?de necessita de uma reestrutura??o de suas pr?ticas no atendimento ? pessoa idosa, de maneira a possibilitar um cuidado integral e humanizado. Nesse sentido, identifica-se a necessidade de profissionais qualificados para assistirem a pessoa idosa e, para isso, ? importante que os curr?culos de forma??o do enfermeiro estejam adequados a esta realidade. O estudo tem como objetivo geral, analisar como se desenvolve o ensino do componente enfermagem gerontol?gica em cursos de gradua??o de enfermagem. Tratou-se de um estudo descritivo e explorat?rio, com abordagem qualitativa, realizado em duas institui??es de ensino superior no Munic?pio de Natal/RN, sendo uma institui??o p?blica e outra. A popula??o envolvida correspondeu aos coordenadores do curso de gradua??o em enfermagem e professores que lecionam conte?dos de aten??o ? sa?de do idoso, totalizando sete participantes. O instrumento de coleta de dados utilizado foi um question?rio contendo quest?es relacionadas ? caracteriza??o sociodemogr?fica e profissional e ao ensino da gerontologia nos cursos de gradua??o em enfermagem. Os resultados foram apresentados de forma descritiva em quadros, e analisados a partir de eixos tem?ticos oriundos das principais quest?es nominados em: conhecendo os participantes da pesquisa, conhecendo o ensino do componente enfermagem gerontol?gica e, conhecendo os projetos pedag?gicos. A an?lise descritiva foi do tipo comparativa, em fun??o dos resultados incluir duas institui??es de ensino, com base na Resolu??o n?. 03, de 7/11/2001, que disp?e sobre as diretrizes m?nimas para o curso de enfermagem e nos projetos pedag?gicos de ambas as institui??es de ensino. Os resultados mostraram que a maioria dos participantes (cinco) eram do sexo feminino, quase todos possuem p?s-gradua??o embora, nenhum deles declarou qualifica??o na ?rea do envelhecimento ou sa?de do idoso; a organiza??o dos conte?dos do componente na matriz curricular, a carga hor?ria te?rico-pr?tica e as estrat?gias metodol?gicas de ensino apresentaram-se de forma heterog?nea e, algumas vezes divergentes em uma mesma institui??o; Sobre a defini??o do componente enfermagem gerontol?gica, identificou-se que n?o est? bem definido ao longo do projeto pedag?gico das institui??es de ensino pesquisadas. Concluiu-se que, no contexto deste estudo, o ensino de enfermagem gerontol?gica est? presente no curso de forma??o do enfermeiro, mas h? necessidades de reavalia??o e atualiza??o com vistas a um ensino de maior abrang?ncia e aproximado das pr?ticas em sa?de