- Email: [email protected]
Convention excitement and continuing education
Official section of the National Gerontological Nursing Association
Convention Excitement and Continuing Education ANN SCHMIDT LUGGEN, PHD, RN, N G N A EDITOR
1 9 9 8 C o n v e n t i o n to b e H e l d in Las V e g a s "Moving into the 21st Century: Caring Alternatives Complementing Traditional Approaches" is the theme for NGNA's 13th Annual Education Conference, which will be held October 4-7 in Las Vegas. Our featured speaker, a reflection of our theme, will be Dr. William Thomas of Eden Alternative fame. If you think you might get old some day and perhaps need long-term care, you will be glad to know about Dr. Thomas and the Eden Alternative--an exciting concept he has implemented in many U.S. long-term care facilities. To complement this plenary session, we have Dr. Virginia Brooke, a GNP from Texas. Her lecture is titled "Collaboration between Practice and Education: Implementing the Eden Alternative at Harbourview Care Center." Again we will present the Gerontology Nursing Leaders Panel, which was so good last year. Panelists include leadership from the American Nurses Association, National Association of Directors of Nursing in Long-Term Care Administration, Geriatric Nurse Practitioners, and NGNA, which will be represented by President Marie Fisher. Mathey Mezey of the Hartford Foundation will present "Raising Stan-
The 1998 convention promises to live up to the NGNA reputation for fun and networking as demonstrated on this dinner cruise.
dards of Geriatric Nursing Care." Michael Corrozza will direct us in "Using the Internet to Find Resources." Mickey Stanley will present "Current Trends in Management of Congestive Heart Failure." These topics are just a few of the presentations to be offered in 3 days of a convention that looks very strong this year. Pre- and postconvention activities also are looking good. Charlotte Eliopoulos will start our preconvention activities with "The Nurse Administrator in Long-Term Care." And Dr. Sue Meiner will give a workshop on "The Gerontology Legal Consultant," a vi-
Geriatric Nursing Volume 19, Number 3
able new career for successful gerontology nurses. In addition, several "Train the Trainer" programs will be held in the preconvention workshops on Sunday, October 4. Postconvention workshops are scheduled for Wednesday, October 7, from 2:30 to 5:30 PM. Popular speaker Kathy Fletcher, GNP, will present "Geriatric Symptom Assessment and Management," which probably will complement her new video series, produced by Mosby, on this topic. Mara Ferris will present "Understanding and Managing Behaviors in Dementia." Always fun Melodie Chenevert will pre-
153
Z
~
sent "Professional Development in Gerontological Nursing: Where Next?" and Don Marsh will talk about "Pharmaceutical Dosing Guidelines and Multiple Medications in Gerontology." The Las Vegas convention will be held at the Alexis Park Resort and Spa. Alexis Park is a nongaming facility near such legendary casinos as Caesar's Palace, Bally's, The Mirage, and Tropicana, and The Hard Rock Care is very close. Alexis is connected to the Parthenon Convention Center, so all educational sessions will be only a few minutes away from the rooms. And this hotel features 500 one- or twobedroom suites, many with whirlpools, fireplaces, saunas, lofts, and other luxuries not always found at home! Alexis also has the natural beauty that NGNA convention-goers have come to expect, including 20 acres of lush grounds, streams, and waterfall~ Swimming is Offered in three outdoor pools, and you can enjoy pool-side dining! Are you a health nut? You can work out in the full-service health club. Need a "do?" A hair salon is on the premises. Hungry? Room service is available 24 hours. You will need to make reservations early to get the best rooms! More details of the convention will be given in the next issue. NGNA Seeks Nominees for A N C C Test C o m m i t t e e s NGNA's Education Committee is seeking nominees for appointment to the American Nurses Credentialing Center (ANCC) test development committees (TDCs) for the gerontologic nurse, clinical nurse specialist (CNS) in gerontology, and geriatric nurse practitioner (GNP) certification examinations. NGNA is fortunate to have representatives on each of these TDCs because they give us the opportunity to speak for our organization and all gerontologic nurses on the topics we believe are important. Our current representatives are Mary Stevens, gerontologic nurse; Joyce Bedsworth, CNS in gerontology; and Kathy Fletcher, GNP. Their terms will expire at the end of 1998. Each ap-
154
pointee is expected to attend a 2-day meeting each year (expenses paid) at the ANCC office in Washington, D.C. Committee members may be expected to review items by mail between meetings or participate in conference calls. Each appointment carries a 4-year term. If you would like to be considered for nomination, please contact Barbara Hammer, RN, CS, at 121 Glenwood Lane, Hendersonville, NC 28792-9230. She will send you an application, which must be returned by July 1. General criteria for appointment include: • Membership in a constituent state nurses association • Current certification in the area for which you are applying • Knowledge and expertise in rehabilitation and geropsychiatric nursing • Knowledge of ethnic and cultural factors that influence the health environment of the patient and family Gerontologic nurse applicants must be one of the following: • Master's-prepared in gerontologic nursing and engaging in practice • Master's-prepared or having a higher degree in nursing and teaching, preferably in a baccalaureate or master's program • BSN-prepared (as the highest education credential) and working as a staff or head nurse in acute care, community health, or long-term care whose practice includes gerontologic populations Applicants who are a CNS in gerontology must be one of the following: • Nurse manager or educator who holds at least a master's in nursing and practices with gerontologic populations • Master's prepared in nursing who practices as a CNS with gerontologic populations • GNP applicants must have one of the following: • A minimum of a master's degree in nursing and a current practice as a GNP • A master's in nursing and a c u r -
rent practice with broad gerontologic populations Here's a personal recommendation for serving on an ANCC committee from Jennifer S. Browning, MS, RN, CS, a gerontologic CNS and adult nurse practitioner in the Office of Geriatrics and Gerontology at Ohio State University in Columbus. Imagine taking part in the production of a national certification examination in gerontologic nursing. Think about interacting, networking, and forming relationships with nursing colleagues around the country. This description fits that of a TDC member. I have been a member of the CNS TDC for the past 4 years, a very rewarding and unforgettable experience. I was selected to be a TDC member after an initial application process and review by the ANCC Gerontology Board of Certification. Each year the TDC reviews and revises the certification test to include current knowledge. The TDC also reviews all questions developed by item writers for that year's examination. Other responsibilities include verifying and updating references for all test questions. Several security and quality control measures are in place to protect examination confidentiality. I have found the ANCC staff to be quite knowledgeable, organized, resourceful, and helpful to the TDC during the annual meetings and with other communications. I consider myself fortunate to have the opportunity to be involved with a TDC. I've met many nurses in positions similar to mine throughout the country. We have learned from each other, discussed various issues of clinical practice, and formed networks. Consider applying for a TDC position. Membership is fun, exciting, and worthwhile. You will not regret it. NGNA Offers Position Paper on Gerontology Education NGNA's Education Committee, ably chaired by Barbara Hammer of North Carolina, has developed NGNA's first position paper. NGNA invites all nursing organizations to support this position paper, featured here in its entirety.
Geriatric Nursing Volume 19, Number 3
P o s m o N PAPER ON GERONTOLOGIC NURSING CONTENT IN NURSING CURRICULA Statement of the Problem Preparing nurses to work with older adults is no longer a choice but a necessity as our population continues to age and grow in numbelx It is professionally irresponsible to ignore the demographic imperative of an aging society. A chronic shortage of gerontologically prepared nurses places older adults at risk for receiving poor quality care, whether it be acute or chronic, no matter what the practice setting may be. Nursing accountability and autonomy have become major components of health care reform for all ages and are elements that the National Gerontological Nursing Association (NGNA) must act on. Gerontologic didactic content and clinical practice in multiple practice settings (acute care, community care, home care, and chronic, institutional care) must be provided at all levels of preparation, from the associate degree nurse to the doctorally prepared nurse. However, a literature review will consistently show that gerontologic content at all levels is scarce, ineffective, or nonexistent, the same being true for varied practice settings. Programs with a separate course in gerontology typically do not offer it until the students' senior year. In addition, programs often place little emphasis on normal aging, health promotion, and prevention of illness and focus instead on chronic illness and longterm care. The Southern Regional Education Board (SREB) conducted a survey in 1990 of 211 undergraduate institutions offering an associate degree (n = 128) or baccalaureate nursing program (n -- 83). Responses indicated that gerontologic content is integrated primarily throughout the baccalaureate programs. Gerontologic nursing texts are required in only 20% of the program~ Although 60% of undergraduate programs have clinical experiences with healthy older adults, these experiences represent less than 3% of the total time spent in clinical experience. Most undergraduate students have clinical experiences with older adults in nursing home care, which represents less than 12% of the clinical hours in each program level in both program types. A variety of settings are used for clinical experiences with older adults. Baccalaureate programs are more likely to use community-based settings than are associate degree programs. Both programs use acute care hospital settings for older adult experience. Most gerontologic nursing faculty still are largely self-taught and enter nursing academia from other discipline~ The SREB found that only 13% of all undergraduate nursing faculty have specific preparation in gerontologic nursing (defined as formal preparation, continuing education, or both). Only 5% of undergraduate faculty have master's preparation in gerontologic nursing or gerontology. The recognition and status of gerontologic nursing education and practice within the undergraduate curriculum are not equivalent to that accorded to other specialized areas of nursing practice. Many barriers still exist, such as ageism and a negative image of nursing homes, that make it difficult for the educator to afford the same emphasis on gerontologic nursing. Position 1. NGNA must provide formal and informal continuing ed-
Mark your calendar n O W for the ii
i,l,i~i!il ~ i!~!:
Moving Into the 21st Century: Caring Alternatives Complementing Traditional Approaches October 4-7, 1998 Alexis Park Resort Las Vegas, Nevada
Mosby Call 800-8?6° for more
,n.
Geriatric Nursing Volume 19, Number 3
~
i ~ i~i~i il i!!@iL ii!~%11~!ii ~ ;,i/ili
IZ 2.
Z
3.
4.
5.
ucation activities in gerontologic nursing for nurses in the regions working in gerontologic practice settings. NGNA must explore and expand linkages between nursing education programs to integrate gerontologic nursing content into all levels of nursing education and all practice settings. NGNA must work to increase the visibility and identity of gerontologic nursing as a specialty, receiving as much emphasis in curricula as do other specialties. Clinical role models need to be available in an effort to encourage others to enter the field of gerontologic nursing. NGNA must work to increase the number of faculty prepared as gerontologic nurses. This should include opportunities for formal education, continuing education, etc., as well as opportunities for research in gerontologic nursing practice. We must have well-prepared educators who are enthusiastic about teaching and working with the elderly in all practice settings and who are politically active in lobbying for quality care for the elderly. NGNA needs to develop minimal gerontologic nursing content that can be integrated into nursing curricula. This content must include education of students to teach, motivate, and supervise nursing assistants, who provide most of the care in long-term care facilities. It also
The NGNA Education Committee has produced the association's first position paper.
should include clinical experience, whenever possible, in alternative practice settings, such as adult day care, senior centers, home health care, nurse-managed clinics, physician offices, and the recognized practice settings of acute hospital care and chronic institutional care. . NGNA must take a leadership role to create a positive image of gerontologic nurses and gerontologic nursing, no matter the settings, as it seeks to expand gerontologic content in curricula. . NGNA must advocate for curriculum changes to address the unique problems older adults face, such as deviations from the normal aging process and physiological responses to disease and treatment modes, such as surgery and medications, through such entities as legislative and accrediting bodies and state boards of nursing.
8. NGNA must take a leadershi[ role in ethical considerations ol older adults to enable them tc have quality of life and digni. fled death. Bibliography Holtzen V, Knickerbocker P, Pascucci M, Tomajan K. Baccalaureate curriculum: gerontological nursing objectives. J Gerontological Nursing 1993;19(6):35-41. Manuael P, Haussler S. Gerontological nursing: overcoming barriers to preparation and practice. J Gerontological Nursing 1994;20(5):37-42. Philipose H, Tate J, Jacobs S. Review of nursing literature: evolution of gerontological education in nursing. Nursing and Health Care 1991;12:524-30. Yurhuck R, Brower HT. Gerontological nursing curriculum issues: a regional profile. 1991.
Call for N G N A Section Manuscripts NGNA MEMBERS: Do you want to publish the findings of your research or give an account of a successful nursing project in i Geriatric Nursing? The NGNA would like to showcase your efforts! We are interested in innovative projects involving gerontologic ! nurses and their clients. Tell us about clinical educational programs you have developed. Describe nursing research you have conducted in gerontology nursing. We want to hear about long-term care issues and those in home care and acute care. Have you developed a new NGNA chapter in your region? Share your experiences with your fellow members! Query letters are welcome (but not necessary). Send correspondence and manuscripts to: Ann Schmidt Luggen, PhD, RN, NGNA Editor, Geriatric Nursing, Northern Kentucky University, Department of Nursing, Highland Heights, KY 41099-1202. See the "Information for Authors" pages in this magazine for editorial policies and guidelines for manuscript preparation.
Nl~-~ing Votume 19, Number 3
Convention Excitement and Continuing Education ANN SCHMIDT LUGGEN, PHD, RN, N G N A EDITOR
1 9 9 8 C o n v e n t i o n to b e H e l d in Las V e g a s "Moving into the 21st Century: Caring Alternatives Complementing Traditional Approaches" is the theme for NGNA's 13th Annual Education Conference, which will be held October 4-7 in Las Vegas. Our featured speaker, a reflection of our theme, will be Dr. William Thomas of Eden Alternative fame. If you think you might get old some day and perhaps need long-term care, you will be glad to know about Dr. Thomas and the Eden Alternative--an exciting concept he has implemented in many U.S. long-term care facilities. To complement this plenary session, we have Dr. Virginia Brooke, a GNP from Texas. Her lecture is titled "Collaboration between Practice and Education: Implementing the Eden Alternative at Harbourview Care Center." Again we will present the Gerontology Nursing Leaders Panel, which was so good last year. Panelists include leadership from the American Nurses Association, National Association of Directors of Nursing in Long-Term Care Administration, Geriatric Nurse Practitioners, and NGNA, which will be represented by President Marie Fisher. Mathey Mezey of the Hartford Foundation will present "Raising Stan-
The 1998 convention promises to live up to the NGNA reputation for fun and networking as demonstrated on this dinner cruise.
dards of Geriatric Nursing Care." Michael Corrozza will direct us in "Using the Internet to Find Resources." Mickey Stanley will present "Current Trends in Management of Congestive Heart Failure." These topics are just a few of the presentations to be offered in 3 days of a convention that looks very strong this year. Pre- and postconvention activities also are looking good. Charlotte Eliopoulos will start our preconvention activities with "The Nurse Administrator in Long-Term Care." And Dr. Sue Meiner will give a workshop on "The Gerontology Legal Consultant," a vi-
Geriatric Nursing Volume 19, Number 3
able new career for successful gerontology nurses. In addition, several "Train the Trainer" programs will be held in the preconvention workshops on Sunday, October 4. Postconvention workshops are scheduled for Wednesday, October 7, from 2:30 to 5:30 PM. Popular speaker Kathy Fletcher, GNP, will present "Geriatric Symptom Assessment and Management," which probably will complement her new video series, produced by Mosby, on this topic. Mara Ferris will present "Understanding and Managing Behaviors in Dementia." Always fun Melodie Chenevert will pre-
153
Z
~
sent "Professional Development in Gerontological Nursing: Where Next?" and Don Marsh will talk about "Pharmaceutical Dosing Guidelines and Multiple Medications in Gerontology." The Las Vegas convention will be held at the Alexis Park Resort and Spa. Alexis Park is a nongaming facility near such legendary casinos as Caesar's Palace, Bally's, The Mirage, and Tropicana, and The Hard Rock Care is very close. Alexis is connected to the Parthenon Convention Center, so all educational sessions will be only a few minutes away from the rooms. And this hotel features 500 one- or twobedroom suites, many with whirlpools, fireplaces, saunas, lofts, and other luxuries not always found at home! Alexis also has the natural beauty that NGNA convention-goers have come to expect, including 20 acres of lush grounds, streams, and waterfall~ Swimming is Offered in three outdoor pools, and you can enjoy pool-side dining! Are you a health nut? You can work out in the full-service health club. Need a "do?" A hair salon is on the premises. Hungry? Room service is available 24 hours. You will need to make reservations early to get the best rooms! More details of the convention will be given in the next issue. NGNA Seeks Nominees for A N C C Test C o m m i t t e e s NGNA's Education Committee is seeking nominees for appointment to the American Nurses Credentialing Center (ANCC) test development committees (TDCs) for the gerontologic nurse, clinical nurse specialist (CNS) in gerontology, and geriatric nurse practitioner (GNP) certification examinations. NGNA is fortunate to have representatives on each of these TDCs because they give us the opportunity to speak for our organization and all gerontologic nurses on the topics we believe are important. Our current representatives are Mary Stevens, gerontologic nurse; Joyce Bedsworth, CNS in gerontology; and Kathy Fletcher, GNP. Their terms will expire at the end of 1998. Each ap-
154
pointee is expected to attend a 2-day meeting each year (expenses paid) at the ANCC office in Washington, D.C. Committee members may be expected to review items by mail between meetings or participate in conference calls. Each appointment carries a 4-year term. If you would like to be considered for nomination, please contact Barbara Hammer, RN, CS, at 121 Glenwood Lane, Hendersonville, NC 28792-9230. She will send you an application, which must be returned by July 1. General criteria for appointment include: • Membership in a constituent state nurses association • Current certification in the area for which you are applying • Knowledge and expertise in rehabilitation and geropsychiatric nursing • Knowledge of ethnic and cultural factors that influence the health environment of the patient and family Gerontologic nurse applicants must be one of the following: • Master's-prepared in gerontologic nursing and engaging in practice • Master's-prepared or having a higher degree in nursing and teaching, preferably in a baccalaureate or master's program • BSN-prepared (as the highest education credential) and working as a staff or head nurse in acute care, community health, or long-term care whose practice includes gerontologic populations Applicants who are a CNS in gerontology must be one of the following: • Nurse manager or educator who holds at least a master's in nursing and practices with gerontologic populations • Master's prepared in nursing who practices as a CNS with gerontologic populations • GNP applicants must have one of the following: • A minimum of a master's degree in nursing and a current practice as a GNP • A master's in nursing and a c u r -
rent practice with broad gerontologic populations Here's a personal recommendation for serving on an ANCC committee from Jennifer S. Browning, MS, RN, CS, a gerontologic CNS and adult nurse practitioner in the Office of Geriatrics and Gerontology at Ohio State University in Columbus. Imagine taking part in the production of a national certification examination in gerontologic nursing. Think about interacting, networking, and forming relationships with nursing colleagues around the country. This description fits that of a TDC member. I have been a member of the CNS TDC for the past 4 years, a very rewarding and unforgettable experience. I was selected to be a TDC member after an initial application process and review by the ANCC Gerontology Board of Certification. Each year the TDC reviews and revises the certification test to include current knowledge. The TDC also reviews all questions developed by item writers for that year's examination. Other responsibilities include verifying and updating references for all test questions. Several security and quality control measures are in place to protect examination confidentiality. I have found the ANCC staff to be quite knowledgeable, organized, resourceful, and helpful to the TDC during the annual meetings and with other communications. I consider myself fortunate to have the opportunity to be involved with a TDC. I've met many nurses in positions similar to mine throughout the country. We have learned from each other, discussed various issues of clinical practice, and formed networks. Consider applying for a TDC position. Membership is fun, exciting, and worthwhile. You will not regret it. NGNA Offers Position Paper on Gerontology Education NGNA's Education Committee, ably chaired by Barbara Hammer of North Carolina, has developed NGNA's first position paper. NGNA invites all nursing organizations to support this position paper, featured here in its entirety.
Geriatric Nursing Volume 19, Number 3
P o s m o N PAPER ON GERONTOLOGIC NURSING CONTENT IN NURSING CURRICULA Statement of the Problem Preparing nurses to work with older adults is no longer a choice but a necessity as our population continues to age and grow in numbelx It is professionally irresponsible to ignore the demographic imperative of an aging society. A chronic shortage of gerontologically prepared nurses places older adults at risk for receiving poor quality care, whether it be acute or chronic, no matter what the practice setting may be. Nursing accountability and autonomy have become major components of health care reform for all ages and are elements that the National Gerontological Nursing Association (NGNA) must act on. Gerontologic didactic content and clinical practice in multiple practice settings (acute care, community care, home care, and chronic, institutional care) must be provided at all levels of preparation, from the associate degree nurse to the doctorally prepared nurse. However, a literature review will consistently show that gerontologic content at all levels is scarce, ineffective, or nonexistent, the same being true for varied practice settings. Programs with a separate course in gerontology typically do not offer it until the students' senior year. In addition, programs often place little emphasis on normal aging, health promotion, and prevention of illness and focus instead on chronic illness and longterm care. The Southern Regional Education Board (SREB) conducted a survey in 1990 of 211 undergraduate institutions offering an associate degree (n = 128) or baccalaureate nursing program (n -- 83). Responses indicated that gerontologic content is integrated primarily throughout the baccalaureate programs. Gerontologic nursing texts are required in only 20% of the program~ Although 60% of undergraduate programs have clinical experiences with healthy older adults, these experiences represent less than 3% of the total time spent in clinical experience. Most undergraduate students have clinical experiences with older adults in nursing home care, which represents less than 12% of the clinical hours in each program level in both program types. A variety of settings are used for clinical experiences with older adults. Baccalaureate programs are more likely to use community-based settings than are associate degree programs. Both programs use acute care hospital settings for older adult experience. Most gerontologic nursing faculty still are largely self-taught and enter nursing academia from other discipline~ The SREB found that only 13% of all undergraduate nursing faculty have specific preparation in gerontologic nursing (defined as formal preparation, continuing education, or both). Only 5% of undergraduate faculty have master's preparation in gerontologic nursing or gerontology. The recognition and status of gerontologic nursing education and practice within the undergraduate curriculum are not equivalent to that accorded to other specialized areas of nursing practice. Many barriers still exist, such as ageism and a negative image of nursing homes, that make it difficult for the educator to afford the same emphasis on gerontologic nursing. Position 1. NGNA must provide formal and informal continuing ed-
Mark your calendar n O W for the ii
i,l,i~i!il ~ i!~!:
Moving Into the 21st Century: Caring Alternatives Complementing Traditional Approaches October 4-7, 1998 Alexis Park Resort Las Vegas, Nevada
Mosby Call 800-8?6° for more
,n.
Geriatric Nursing Volume 19, Number 3
~
i ~ i~i~i il i!!@iL ii!~%11~!ii ~ ;,i/ili
IZ 2.
Z
3.
4.
5.
ucation activities in gerontologic nursing for nurses in the regions working in gerontologic practice settings. NGNA must explore and expand linkages between nursing education programs to integrate gerontologic nursing content into all levels of nursing education and all practice settings. NGNA must work to increase the visibility and identity of gerontologic nursing as a specialty, receiving as much emphasis in curricula as do other specialties. Clinical role models need to be available in an effort to encourage others to enter the field of gerontologic nursing. NGNA must work to increase the number of faculty prepared as gerontologic nurses. This should include opportunities for formal education, continuing education, etc., as well as opportunities for research in gerontologic nursing practice. We must have well-prepared educators who are enthusiastic about teaching and working with the elderly in all practice settings and who are politically active in lobbying for quality care for the elderly. NGNA needs to develop minimal gerontologic nursing content that can be integrated into nursing curricula. This content must include education of students to teach, motivate, and supervise nursing assistants, who provide most of the care in long-term care facilities. It also
The NGNA Education Committee has produced the association's first position paper.
should include clinical experience, whenever possible, in alternative practice settings, such as adult day care, senior centers, home health care, nurse-managed clinics, physician offices, and the recognized practice settings of acute hospital care and chronic institutional care. . NGNA must take a leadership role to create a positive image of gerontologic nurses and gerontologic nursing, no matter the settings, as it seeks to expand gerontologic content in curricula. . NGNA must advocate for curriculum changes to address the unique problems older adults face, such as deviations from the normal aging process and physiological responses to disease and treatment modes, such as surgery and medications, through such entities as legislative and accrediting bodies and state boards of nursing.
8. NGNA must take a leadershi[ role in ethical considerations ol older adults to enable them tc have quality of life and digni. fled death. Bibliography Holtzen V, Knickerbocker P, Pascucci M, Tomajan K. Baccalaureate curriculum: gerontological nursing objectives. J Gerontological Nursing 1993;19(6):35-41. Manuael P, Haussler S. Gerontological nursing: overcoming barriers to preparation and practice. J Gerontological Nursing 1994;20(5):37-42. Philipose H, Tate J, Jacobs S. Review of nursing literature: evolution of gerontological education in nursing. Nursing and Health Care 1991;12:524-30. Yurhuck R, Brower HT. Gerontological nursing curriculum issues: a regional profile. 1991.
Call for N G N A Section Manuscripts NGNA MEMBERS: Do you want to publish the findings of your research or give an account of a successful nursing project in i Geriatric Nursing? The NGNA would like to showcase your efforts! We are interested in innovative projects involving gerontologic ! nurses and their clients. Tell us about clinical educational programs you have developed. Describe nursing research you have conducted in gerontology nursing. We want to hear about long-term care issues and those in home care and acute care. Have you developed a new NGNA chapter in your region? Share your experiences with your fellow members! Query letters are welcome (but not necessary). Send correspondence and manuscripts to: Ann Schmidt Luggen, PhD, RN, NGNA Editor, Geriatric Nursing, Northern Kentucky University, Department of Nursing, Highland Heights, KY 41099-1202. See the "Information for Authors" pages in this magazine for editorial policies and guidelines for manuscript preparation.
Nl~-~ing Votume 19, Number 3