title: Helping busy educators become gero-savvy: an approach to developing faculty geriatric expertise.
abstract: Integrating geriatric competencies into an entry-level nursing curriculum is more than identifying content to be added. The knowledge and ability of faculty to teach these competencies are another important consideration as well as gaining Board of Registered Nursing faculty approval. The authors present an innovative remediation plan that addresses competency in both theory and practice to assist faculty to become gero-savvy.
authors.affiliation: School of Nursing, California State University, Fullerton, CA, USA. rotten@fullerton.edu
authors.forename: Rebecca
authors.initials: R
authors.lastname: Otten
authors.forename: Mary
authors.initials: M
authors.lastname: Wickman
authors.forename: Sadeeka
authors.initials: S
authors.lastname: Al-Majid
mesh_terms: D000328:Adult; D000368:Aged; D002140:California; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000379:methods / Q000592:standards; D004509:Education, Nursing, Continuing / Q000379:methods*; D004521:Educational Measurement; D004522:Educational Status; D005181:Faculty, Nursing; D005260:Female; D005851:Geriatric Nursing / Q000193:education*; D017408:Guidelines as Topic; D006801:Humans; D008875:Middle Aged; D013044:Specialty Boards; D013192:Staff Development / Q000379:methods* / Q000592:standards; D017748:Time Management / Q000379:methods*; D014481:United States; D055815:Young Adult