Addressing Workforce Training Gaps in Aged Care: Implications for Nursing Education in Resource-Limited Settings

 Addressing Workforce Training Gaps in Aged Care: Implications for Nursing Education in Resource-Limited Settings

[ Nellie Y. Semer]

Abstract

Background:

The aged care sector globally faces workforce shortages and increasing complexity of care needs, raising concerns about workforce preparedness and quality of care [1,3].

Methods:

This paper presents a narrative review and critical analysis of existing literature and policy reports on workforce training and nursing education in aged care, with a focus on both high-income and resource-limited settings [2,6].

Results:

Key gaps were identified in aged care curriculum emphasis, clinical placement quality, simulation-based training, and transition-to-practice support [7,9,12]. These gaps contribute to reduced clinical competency and workforce retention challenges [10,17].

Conclusion:

Strengthening nursing education through competency-based curricula, simulation-enhanced learning, and structured transition programs is essential to improving workforce readiness and care quality [5,12].

Keywords:

Aged care; nursing education; workforce; clinical competency; simulation; training

---

References

1. World Health Organization. Global strategic directions for nursing and midwifery 2021–2025. Geneva: WHO; 2021.

2. World Health Organization. State of the world’s nursing 2020: investing in education, jobs and leadership. Geneva: WHO; 2020.

3. Royal Commission into Aged Care Quality and Safety. Final report: care, dignity and respect. Canberra: Commonwealth of Australia; 2021.

4. Duchscher JB. Transition shock: the initial stage of role adaptation for newly graduated registered nurses. J Adv Nurs. 2009;65(5):1103–11.

5. Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, et al. Competency-based medical education: theory to practice. Med Teach. 2010;32(8):638–45.

6. Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems. Lancet. 2010;376(9756):1923–58.

7. Henderson A, Cooke M, Creedy DK, Walker R. Nursing students’ perceptions of learning in practice environments: a review. Nurse Educ Today. 2018;61:60–5.

8. King BJ, Roberts TJ, Bowers BJ. Nursing student attitudes toward and preferences for working with older adults. Gerontol Geriatr Educ. 2013;34(3):272–91.

9. Lea E, Marlow A, Bramble M, Andrews S. Improving student nurses’ aged care knowledge and attitudes. Nurse Educ Today. 2015;35(5):671–5.

10. Rush KL, Janke R, Duchscher JEB, Phillips R, Kaur S. Best practices of formal new graduate nurse transition programs: an integrative review. Int J Nurs Stud. 2019;94:139–58.

11. International Council of Nurses. Nursing workforce report. Geneva: ICN; 2021.

12. National Council of State Boards of Nursing. The NCSBN national simulation study. Chicago: NCSBN; 2014.

13. Australian Nursing and Midwifery Federation. Building, training and supporting the aged care workforce. Melbourne: ANMF; 2022.

14. Universities Australia. Developing the national nursing workforce strategy. Canberra: Universities Australia; 2023.

15. Australian Primary Health Care Nurses Association. Aged care nurses underutilised despite workforce shortage. Melbourne: APNA; 2023.

16. Abdulmohdi N, Harrison N, Edmonds M, Meads C, Prothero L, Shaw S. Simulation in nursing education: an evidence base for the future. Cambridge: Anglia Ruskin University; 2024.

17. Cook K. Building the nursing workforce of the future. Aust Health Rev. 2024.

18. Australian Government Department of Health and Aged Care. National nursing workforce strategy: research report. Canberra: Commonwealth of Australia; 2024.

19. Smiley RA, Ruttinger C, Oliveira CM, Hudson LR, Allgeyer R, Reneau KA, et al. The 2024 national nursing workforce survey. J Nurs Regul. 2025.

20. Wu G, et al. Trends and indicators of nursing workforce shortages: a longitudinal analysis. BMJ Open. 2025;15:e092114.