Teaching Gerontology in Transcultural Academics: A Phenomenographic Study of Thai and Swedish Nurse Educators’ Conceptions of Gerontological Nursing

Abstract

Introduction: There is an urgent need for registered nurses with gerontological competence within long-term care (LTC) of older adults. Despite increases of life expectancy, LTC for older adults is not emphasized in nursing curricula in neither Sweden nor Thailand. Thus, the aim was to explore conceptions on gerontological nursing (GN) among Swedish and Thai nurse educators. Method: A qualitative phenomenographic method, based on open-ended interviews with five Thai and nine Swedish nurse educators was conducted. Results: The results indicate a paradox between the educators’ knowledge about the implications of global aging, their hope of own aging, and LTC. The ethical responsibility of being credible and a source of inspiration in teaching about aging are focused, while GN seem to be less important. Discussion: To increase students’ interest in GN, measures need to be taken within the educational arenas, where the educators’ own conceptions toward GN, cultural aspects of aging, and LTC are discussed.