Winston-Salem State University - School of Health Sciences - Department of Nursing
Winston-Salem, North Carolina.
Sylvia A. Flack, EdD, Interim Dean; Kim Hutchinson, EdD, Associate Professor; Bobbie Reddick, EdD, Associate Professor; Carol Boles, RN, MSN
Contact: Sylvia A. Flack  Phone: (336)750-2567   Fax: (336)750-2568   E-mail: flacks@wssu.edu

Abstract
In an era where advanced aging trends are evident, Winston-Salem State University (WSSU) formally initiated Gerontological Nursing in Fall 1992 as a requirement for all BSN students. From that point forward, students began to gain an appreciation for concepts of health promotion and disease prevention as they relate to longevity and healthy aging.
The WSSU nursing curriculum offers a course that is formally devoted to gerontological nursing concepts. These concepts however are integrated through the curriculum beginning with the first clinical course. The course builds upon biological, sociological, psychological and spiritual aspects of the person. The clinical practice environment is in long-term care facilities, and the WSSU University/Community Wellness Center an academic primary care facility.
Gerontological Nursing is a semester-long didactic course that builds upon concepts presented in prerequisite courses. The course focus is on the study of elders over the age of 65. Emphases are on roles and functions of the nurse in meeting the needs of elder clients who are well and those with functional pathological health alterations. Social, economic, legal and ethical issues in maintaining and promoting wellness and safety are examined. Special permission for enrollment may be granted for elective credit to students who are majoring in other programs.

Innovation
In Spring 2000 faculty investigated a unique approach to augment student-learning experiences. Using the book, Teaching in the Neighborhood (1995) as a framework, the Gerontological Nursing course was held in one of the low income community housing units (Crystal Towers). Early in the course emphases were placed on debunking negative attitudinal perspectives and myths about the aged and the aging process. The expectation was for students to purposefully interact with elders on their home turf with the primary rationale being the promotion of positive attitudes toward aging individuals.
Because class meetings were held in the independent living complex, students had the opportunity to engage in “reality-based”, “hands-on” experiential learning situations with unlikely dyads. Intergenerational cohorts convened in a round table format.  Content mastery was accomplished by instructor-and student-led presentations, derived from assigned readings and case studies, dialogue, values clarification exercises, audio-visuals, guest lecturers, role-playing activities, and simulations. Resident-participants engaged in discussion with students and worked side-by-side with them to construct health-related posters. The posters remained in the vicinity of the auditorium for 24-hour visibility until the end of the semester. By course end, both students and elders had fruitful opportunity to demystify confusions and to challenge myths and stigma through shoulder-to-shoulder experiences.

Replication
All content, learning methodologies, and strategies are outlined in nursing course syllabi. This road mapping schemata, therefore, makes content replication easy. The innovation described above involved a change in the learning environment from the classroom to the “real world”.  To create this type of scenario, collaborative partnerships should be established.  In order that dialogue with official and unofficial constituents, such as resident organizations, housing authority personnel, and health care managers. Quality-of-life enhancing interventions are of benefit to all strata.