Carolyn Auerhahn, Laurie Kennedy-Malone. New York: Springer Publishing Company; 2010. 204 pp. ISBN 978-0-8261-0536-3.

This well-written, useful book addresses the integration of the new American Association of Colleges of Nursing/John A. Hartford competencies for older-adult care into graduate nursing curricula for nongerontological clinical nurse specialist and nurse practitioner programs.

Using aging demographics, the Institute of Medicine older-adult patient safety issues, and the Joint Dialog Group's Consensus Document (2007) for advanced practice registered nurse (APRN) practice regulation, the authors successfully articulate the importance of geriatric nursing competence for all APRNs. The purpose of this book then is to assist faculty with the integration of geriatric nursing competencies into nongerontological advanced practice nursing education programs. Specifically, it is targeted to clinical nurse specialist and nurse practitioner programs that are not geriatric specialty programs. This would include the many APRN programs transitioning to the new APRN adult-gerontology population foci because this population foci are not the same as an APRN geriatric specialty.

The authors appropriately provide a brief overview of geriatric content including common geriatric syndromes. The emphasis of the text is on resources for integration including a wide range of print and online media and the competency-based framework. New information for many faculty may be the recently released competencies and tables linking the competencies to the National Association of Clinical Nurse Specialists' Spheres of Influence and National Organization of Nurse Practitioner Faculties domains.

The authors put forth the American Association of Colleges of Nursing/John A. Hartford geriatric competencies as the architecture for their recommendations, emphasizing that programs are to determine the specific content needs of their programs, and these decisions may differ from program to program. Many sample tables are provided including one that assists in mapping nongerontological courses to geriatric content, competencies, learning strategies, and evaluation methods. Acknowledging the challenges of time, resources, and even interest of faculty to integrate gerontological content into nongerontological APRN programs, the authors conclude with helpful success stories illustrating course descriptions, content, learning strategies, and evaluation methods. This book is well organized and provides well-designed tables that can be used as templates for redesigning courses to integrate gerontological content. Faculty beginning this process will find this book helpful and time saving.