Jacki Liddle1, Elizabeth Beattie2, Brenda Gannon3, Sally Bennett4, Nancy A Pachana1. 1. School of Psychology, The University of Queensland, Brisbane, Queensland, Australia. 2. School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia. 3. Centre for the Business and Economics of Health, The University of Queensland, Brisbane, Queensland, Australia. 4. School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Queensland, Australia.
Abstract
OBJECTIVES: Education affects the attitudes and abilities of health professionals regarding older people. This study examines the nature and amount of ageing-related content in programs at universities and in continuing education in Queensland for disciplines involved in the direct care of older people. METHODS: Surveys developed for the different settings were sent to universities and health professional representative bodies. RESULTS: Representatives from thirty (of 71) programs and 12 (of 22) professional bodies responded. Many program representatives (62%) reported ageing content was at an appropriate level. The remainder indicated it was too low. Representatives from professional bodies identified ageing was a priority (81%) and offered ageing-related education (72%). Time spent on ageing in university programs varied widely (median of 67 hours [interquartile range: 222.5]). Qualitative feedback indicated tensions existed about accreditation standards and perceptions of ageing as a specialty versus a core practice area. CONCLUSION: Ageing-related education for health professionals requires attention to address shortcomings.
OBJECTIVES: Education affects the attitudes and abilities of health professionals regarding older people. This study examines the nature and amount of ageing-related content in programs at universities and in continuing education in Queensland for disciplines involved in the direct care of older people. METHODS: Surveys developed for the different settings were sent to universities and health professional representative bodies. RESULTS: Representatives from thirty (of 71) programs and 12 (of 22) professional bodies responded. Many program representatives (62%) reported ageing content was at an appropriate level. The remainder indicated it was too low. Representatives from professional bodies identified ageing was a priority (81%) and offered ageing-related education (72%). Time spent on ageing in university programs varied widely (median of 67 hours [interquartile range: 222.5]). Qualitative feedback indicated tensions existed about accreditation standards and perceptions of ageing as a specialty versus a core practice area. CONCLUSION: Ageing-related education for health professionals requires attention to address shortcomings.