ArticleBMC nursing2026
The influence of nursing education and sociodemographic variables on gerontogeriatric competencies among newly graduated nurses.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundThe growing demand for gerontogeriatric care requires well-prepared nurses, capable of addressing the complex needs of older adults. However, questions remain as to whether current nursing education adequately prepares newly graduated registered nurses (NGRNs) to deliver evidence-based care. Identifying the factors that influence competency acquisition is essential to improving nursing curricula and clinical training programs. The aim of this study is to examine the variables influencing gerontogeriatric competencies among NGRNs, focusing on sociodemographic characteristics, educational background, clinical training experiences, and curriculum content.
methodsThis is a quantitative, descriptive, cross-sectional study. A nationwide survey was conducted among Portuguese NGRNs who completed their nursing education in 2021–2022. The final sample comprised 242 participants. Gerontogeriatric competencies were assessed using the GGC scale, with scores standardized on a 0–1 scale. The data were analyzed using the Mann–Whitney and Kruskal–Wallis tests, followed by multiple linear regression models. Self-reported confidence in working with older adults was the strongest predictor (β = 0.114), and the final model explained 15.2% of the variance in overall competency scores (R2 = 0.152).
resultsThe sample comprised 242 NGRNs (median age = 23; 83.9% women). Confidence in working with older adults emerged as the strongest predictor of higher scores across all Gerontogeriatric Competency (GGC) subscales (p < 0.001). NGRNs who reported sufficient clinical training duration showed significantly higher scores in competencies such as Communication, Ethics and Deontology, Care for Older Adults, Safety and Quality, and Professional Development (p < 0.01). In contrast, those whose training focused primarily on basic care demonstrated lower scores in the Family/Family Caregiver (p = 0.026) and Management (p = 0.008) subscales. NGRNs who reported supervision that reinforced stereotypes had significantly lower scores in the Family/Family Caregiver and Management competencies (p < 0.01).
conclusionsCompetency development in gerontogeriatric nursing is primarily influenced by confidence, the quality of clinical training, and curriculum content. Strengthening nursing education through integrated gerontogeriatric content, effective supervision, and meaningful clinical experiences is essential to preparing nurses for the complexities of older adult care. These findings support the need for curricular reform and targeted clinical strategies to enhance readiness in gerontogeriatric practice. CLINICAL TRIAL NUMBER: Not applicable.
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