title: Transforming students' views of gerontological nursing: realising the potential of 'enriched' environments of learning and care: a multi-method longitudinal study.
abstract: BACKGROUND
  Gerontological nursing is often viewed as unchallenging and is rarely a positive career choice for student nurses. Issues of recruitment and retention in gerontological nursing are a global phenomenon and strategies are needed to encourage more students to opt for this area of work.
  
  
  OBJECTIVE
  To identify the role and influence of students' learning experiences on shaping their predispositions to work with older people and to identify the characteristics of a positive learning environment that might promote a more favourable view of gerontological nursing.
  
  
  METHODS
  The study was a 312-year longitudinal investigation using multiple methods of data collection and analysis, including an extensive review of the literature, large-scale postal surveys, focus groups and case studies of clinical placements. The design of the study was emergent and essentially constructivist, and participants, especially student nurses, were actively engaged in the on-going process of data analysis.
  
  
  RESULTS
  The results suggest that students do not necessarily enter nurse training with negative predispositions towards work with older adults, but that such negative views develop during their training largely as a result of clinical placements and extra-curricula paid work. Student nurses are often exposed to 'impoverished' environments of care in which they witness poor standards of care and negative attitudes towards older people. However, if they experienced 'enriched' environments they are far more likely to view gerontological nursing in a favourable light. The characteristics of an enriched environment can be understood using the Senses Framework as an analytic lens to interpret students' learning experiences.
  
  
  CONCLUSIONS
  The study reinforces the vital role that the placement experience plays in helping students to identify with a particular area of practice. The promotion of an 'enriched' environment of learning and care can be used to help ensure that students have a positive experience of learning to care for older people.
authors: Glasgow Caledonian University, UK.
authors: Jayne
authors: J
authors: Brown
authors: Mike
authors: M
authors: Nolan
authors: Sue
authors: S
authors: Davies
authors: Janet
authors: J
authors: Nolan
authors: John
authors: J
authors: Keady
mesh_terms: D001291:Attitude of Health Personnel; D002321:Career Choice; D002983:Clinical Competence; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D004739:England; D005851:Geriatric Nursing / Q000193:education / Q000458:organization & administration; D006272:Health Facility Environment; D006301:Health Services Needs and Demand; D006801:Humans; D008137:Longitudinal Studies; D009341:Negativism; D024802:Nurse's Role; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D009742:Nursing Theory; D015279:Organizational Culture; D009936:Organizational Innovation; D036301:Qualitative Research; D011787:Quality of Health Care; D020377:Self Efficacy; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires