IMPACT OF THE TEACHING NURSING HOME ON - Nursing Student’s Willingness to Work in Long-Term Care - 2025 Vol. 9 No. S2

Q: What is the TNHC program designed to achieve?

TNHC aims to strengthen the long-term care workforce and improve quality of care by combining clinical rotations, the 4Ms framework, and an online learning collaborative.

Q: How did faculty evaluations compare with student self-ratings?

Faculty rated student competencies significantly lower than students rated themselves overall, though faculty ratings increased over time (p < .001).

Q: Did students’ preferences for working with older adults in long-term care change over time?

Students reported relatively weak preferences, and this preference did not change over time, indicating a need for additional strategies to influence career attitudes.

Sep 29, 2026

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The Teaching Nursing Home Collaborative (TNHC) strengthens the long-term care workforce and improves care quality through nursing-student clinical rotations in partner facilities, an Age-Friendly Health System “4Ms” (What Matters, Mobility, Mentation, Medication) implementation, and an online learning collaborative. The study documents student experiences from three nursing schools during rotations at four nursing homes between 2022 and 2024, measuring baseline-to-end-of-semester competencies and faculty evaluations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages1

Reading Time3 min

AccessFree to download

Study Design and TNHC Components

Curriculum, Clinical Rotations, and the 4Ms Framework

Outcomes and Evaluation Methods

Student Self-Reported Competencies and Domain Results

Faculty Assessments and Baseline-to-End Comparisons

Attitudes Toward Careers in Long-Term Care

Stability of Preferences and Need for Additional Strategies

Innovation in Aging, 2025, Vol. 9, No. S2 1183 Abstract citation ID: igaf122.3961 IMPACT OF THE TEACHING NURSING HOME ON NURSING STUDENT’S WILLINGNESS TO WORK IN LONG-TERM CARE Howard Degenholtz1, Nancy Zionts2, Anny Treat3, Elizabeth Schlenk1, Erin Kitt-Lewis4, Lori Ingleton Gold5, Kenna Campbell3, and Chelsea Dickson2, 1. University of Pittsburgh, Pittsburgh, Pennsylvania, United States, 2. Jewish Healthcare Foundation, Pittsburgh, Pennsylvania, United States, 3. University of Pittsburgh, School of Public Health, Pittsburgh, Pennsylvania, United States, 4. Penn State, State College, Pennsylvania, United States, 5. University of Pennsylvania, Philadelphia, Pennsylvania, United States The Teaching Nursing Home Collaborative (TNHC) aims to strengthen the long-term care workforce and improve quality of care. The initiative integrates several key components: clinical rotations for nursing students in partnered nursing homes, implementation of the Institute for Healthcare Improvement’s Age-Friendly Health System “4Ms” framework (What Matters, Mobility, Mentation, Medication), and an online learning collaborative. This study reports on the experience of nursing students in select courses from three schools of nursing who participated in clinical rotations at four nursing homes from 2022 to 2024. Students reported their interest in working with older adults and in long-term care settings and rated their competencies at the beginning and end of the semester: interdisciplinary collaboration, conducting resident assessments, eliciting resident values, health promotion, resident interviewing, medication review, assessing what matters most, and conducting an evidence-based project. School of nursing faculty instructors evaluated student competencies at the end of the term. Analysis included 438 student responses at baseline and 521 at the end of the semester, along with 290 faculty assessments. Student self-reported competence significantly improved across all eight domains (p < .001). Overall, faculty rated students significantly lower than the students’ self-ratings. Over time, faculty ratings of student competence increased (p < .001) . Students reported relatively weak preferences for working with older adults orin long-term care post-graduation. This preference did not change over time. These findings suggest that while the TNH program is meeting pedagogical goals, additional strategies are needed to influence student attitudes toward careers in long-term care.

FAQs

What is the TNHC program designed to achieve?

TNHC aims to strengthen the long-term care workforce and improve quality of care by combining clinical rotations, the 4Ms framework, and an online learning collaborative.

How did student competencies change during the semester?

Student self-reported competence significantly improved across all eight evaluated domains from the beginning to the end of the semester (p < .001).

How did faculty evaluations compare with student self-ratings?

Faculty rated student competencies significantly lower than students rated themselves overall, though faculty ratings increased over time (p < .001).

Did students’ preferences for working with older adults in long-term care change over time?

Students reported relatively weak preferences, and this preference did not change over time, indicating a need for additional strategies to influence career attitudes.

Sep 29, 2026

Upload by WPS_1790064749