Gerontology competencies: Construction, consensus and contribution

ABSTRACT

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.

KEYWORDS:

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

Acknowledgments

The AGHE Competency Workgroup would like to thank additional members Dan Van Dussen, PhD, Youngstown State University, Ohio and Alice E. McDonnell, DrPH, Marywood University, Pennsylvania. Acknowledgment goes to the following gerontology faculty whose review comments and discussions with us rose to the level of project advisors: Pamela Elfenbein, Lyn Goldberg, Helen Kivnik, Pamela Pitman-Brown, and Donna Schafer. Thanks also goes to Agnes Lupa for expert administrative assistance and organization on the project. Funding for this project was received from the Area Agency on Aging, Program Service Area 11 in Youngstown, Ohio for the Akron, Ohio meeting; and the Academy for Gerontology in Higher Education for clerical assistance. This manuscript has not been published elsewhere and that it has not been submitted simultaneously for publication elsewhere.

Additional information

Funding

This work was supported by the Area Agency on Aging, Program Service Area 11 in Youngstown, Ohio for the Akron, Ohio meeting; Academy for Gerontology in Higher Education for clerical assistance.