Back to Annual Meeting Page		American Public Health Association 133rd Annual Meeting & Exposition December 10-14, 2005 Philadelphia, PA

Abstract #110205

Ann Marie Kopitzke, MPA¹, Stacey B. Plichta, ScD¹, Holly Beard, MS¹, Richardean S. Benjamin, RN, MPH, PhD², Carolyn Rutledge, PhD², and Laurel Garzon, RN, DNSc, CPNP¹. (1) College of Health Sciences, Old Dominion University, 129 Spong Hall, Norfolk, VA 23529, 757-683-4989, amkopitz@odu.edu, (2) School of Nursing, Old Dominion University, Hughes Hall, 2091A, Norfolk, VA 23529-0500

Objective: This study examines the attitudes of NP students participating in a training program with regard to attitudes towards the elderly and cultural competency.

Material and Methods: Administered e-mail surveys to 70 entering NP (RR 100%) students at a Southeastern university. 30 graduating NP students (December 2003), not receiving intervention, serve as the control group. Geriatric Attitude assessment uses the Geriatric Attitudes Scale and cultural competence assessment utilizes the Camphina-Bacote Inventory. Surveys are administered three times: entering, midpoint, and graduating. Analyses are ongoing as new data is received.

Results: Entering students are female, white (84%), on average 35 years (range 23-53) old, have worked as RNs for 12.0 years (SD 8.8) and attend distant sites (82%). Overall (83%) students have positive attitudes towards the elderly, with the majority (84%) having a level of cultural competence (71% culturally aware/16% culturally competent). Initial results found that there was no statistically significant relationship between demographic factors, years of experience and attitudes. No relationship was found among control group between cultural competence and attitudes towards the elderly.

Conclusions: A general level of cultural competence may be a predictor of positive attitudes towards the elderly. Further research will be necessary to determine if increased cultural competency training fosters positive attitudes towards the elderly. Analyses of ongoing data collections may determine if educational interventions improve NP students' attitudes about providing culturally competent elder care.

Learning Objectives:

• Recognize the stages of cultural competency and their influence on geriatric attitudes
• Discuss the benefits of providing culturally competent elder care
• Evaluate policy implications for workforce development

Keywords: Workforce, Elderly

Presenting author's disclosure statement:

I wish to disclose that I have NO financial interests or other relationship with the manufactures of commercial products, suppliers of commercial services or commercial supporters.