Gerontology competencies: Construction, consensus and contribution

Gerontology competencies: Construction, consensus and contribution

Damron-Rodriguez JoAnn; Frank Janet C; Maiden Robert J; Abushakrah Janice; Jukema Jan S; Pianosi Birgit; Sterns Harvey L

Gerontology & Geriatrics Education

2019

2019-08

The Academy for Gerontology in Higher Education (AGHE) in 2014 approved the first integrative "Gerontology Competencies for Undergraduate and Graduate Education"©. This article describes the background, thought development, guiding framework and consensus process for its construction. A modified Delphi method utilizing seven review rounds within three developmental cycles, with gerontology educators from 30 institutions, achieved input and consensus. The comprehensive framework has ten major domains, employs three categories each including multiple selective competencies. Six Category I competencies are essential orientations to gerontology. Four Category II competencies are "interactional" processes of knowing and doing across the field. Category III provides eight selective competencies for sectors where gerontologists may work. From educators' feedback, gerontology characteristics emerged: multi-system approaches; interdisciplinary; communication of older adults' "voices" and strengths; research utilization. The discussion includes the contribution of competency-based gerontology to students and aging workforce development as well as next steps, outcome measurement, levelling and accreditation.

aging workforce development; competency-based education; curriculum development; education outcomes; Gerontology competencies; gerontology education

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