title: What should gerontology learn from health education accreditation?
abstract: Quality assurance and accreditation are closely tied together. This article documents the work toward a unified and comprehensive national accreditation program in health education. By exploring the accreditation journey of another discipline, the field of gerontology should learn valuable lessons. These include an attention to inclusivity, a generous timeline, ample communication, and abundant resources.
authors.affiliation: Center for Gerontology, Western Kentucky University, Bowling Green, Kentucky, USA. dana.bradley@wku.edu
authors.forename: Dana Burr
authors.initials: DB
authors.lastname: Bradley
authors.forename: Kelly
authors.initials: K
authors.lastname: Fitzgerald
mesh_terms: D000068:Accreditation / Q000592:standards*; D000375:Aging; D002983:Clinical Competence / Q000592:standards*; D003479:Curriculum; D003625:Data Collection; D004521:Educational Measurement; D004522:Educational Status; D005853:Geriatrics / Q000193:education* / Q000592:standards; D006266:Health Education / Q000592:standards*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D014481:United States