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Meeting the medical and health-care demands of an ageing population has become difficult as a result of population growth. According to a WHO poll, the proportion of individuals aged 60 and more will rise to 22% by 2050. (World Health Organization, 2018). Because of the ageing population, there is a high demand for gerontological nurses; additionally, the prevalence of chronic and degenerative diseases is high, resulting in an unprecedented demand for health care [1], particularly for nursing home staff, registered nurses specialising in gerontological care, and home care personnel [1, 2]. Despite the fact that the world's population is ageing at an alarming rate, several countries are having difficulty recruiting nurses to engage in geriatric nursing [3]. Most nursing students do not intend to enter the long-term nursing field to care for elderly people [3, 4]; this lack of intent of nursing students to work in long-term nursing is a worry. A study of nurses' attitudes toward older people was undertaken. The reasons why undergraduate nursing students do not choose gerontology as a graduate speciality were investigated by Neville et al. [3]. Through a scoping study, Abudu-Birresborn et al (2019) investigated nurses' and nursing students' preparedness to care for elderly adults in low- and middle-income countries [5]. The attitudes, opinions, and experiences of undergraduate nursing students in an aged care context were explored. However, evidence about a complete examination of nursing students' willingness to engage in gerontological care and the determining factors is minimal, according to searches in databases such as the Cochrane Library, PubMed, Embase, PsycINFO, and CINAHL. Understanding nursing students' willingness to engage in gerontological nursing and the factors influencing nursing students' consideration of gerontological nursing work is especially important as the population ages. This knowledge can guide educational and clinical decision-making, as well as help devise approaches to encourage more students to pursue careers in geriatric nursing.

As a result, the purpose of this paper is to review and critique the current literature on nursing students' intentions toward gerontological nursing work, as well as the factors that influence nursing students' willingness to pursue careers as gerontological nursing practitioners, and to provide relevant evidence about this phenomenon. All studies investigating nursing students’ attitudes towards gerontological nursing work and related influencing factors and that were published in English were included. To analyse up-to-date results on this research topic, only articles published in recent ten years were included. In addition, both qualitative studies and quantitative surveys were included.

The framework provided by Whittemore and Knafl (2005) was used to conduct an integrative review of the literature; this approach allows for the inclusion of various methodologies (i.e., experimental and non-experimental research) and contains five stages, including problem identification, literature search, data evaluation, analysis, and presentation [6]. This strategy can make use of a variety of data sources to gain a comprehensive grasp of the subject of interest. The studies were evaluated for eligibility by two reviewers who worked separately. After eliminating duplicates, the studies were chosen based on the title and abstract, followed by a review of the full-text publications.

Disagreements were settled through discussion or by referring them to a third review author. Any disagreements were explored, and the researchers came to an agreement.

This stage was divided into four phases, according to [6] Whittemore and Knafl (2005): (a) Data compression. To assist analysis, the major sources are separated into subgroups based on the logical system; (b) data display. (c) Data comparison. In this phase, data display matrices and graphs are created to improve the presentation of patterns and relationships with and across primary data sources. Data is compared iteratively with data displays to uncover patterns, themes, or links in this phase. In particular, when comparing data, the authors looked for common and unusual patterns, contrasted and compared the patterns and themes, clustered similar themes together and subsumed them into more general themes, and alternated between the literature and the conclusions reached to verify the findings. (d) Drawing inferences and verification based on findings and testing for plausibility. The essential parts and conclusions of each subgroup are synthesised into a comprehensive summary of the phenomena in this phase.

Unfortunately, despite decades of effort, students' willingness to work in gerontological care has not significantly changed or improved. It was suggested that students prefer to work in a fast-paced working environment, such as acute care departments, rather than gerontological care settings. Compared with paediatric care, intensive care, etc., geriatric nursing is considered to be physically laborious and to have low status and remuneration [3]. In an Israeli study, university students' willingness to work in gerontological care was lower than that of college and diploma qualified students and this finding is similar to the willingness of Chinese nursing students to work in the gerontological care setting. In China, highly educated nursing students are more reluctant to work in a gerontological ward or other institutions care for older people. Hence many institutions care for older people can provide only basic life care, the professional nursing services such as chronic disease management, rehabilitation nursing and palliative care are inadequate. In particular, older people often have multiple chronic diseases, self-function degradation and decreased self-care ability; therefore, gerontological care is more complex than simple daily life care and the support and guidance of a more professional and personalized caregiver are needed. Like paediatric and intensive care nursing, the gerontological care specialty requires professional highquality nursing personnel.

1. King BJ, Roberts TJ, Bowers BJ (2013) Gerontol Geriatr Educ 34(3):272-291.

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2. Carlson E, Idvall E (2015) Nurse Educ Today 35(7):849-853.

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3. Neville C, Dickie R, Goetz S (2013) J Gerontol Nurs 40(1):18-27.

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4. Stevens JA (2011) Int J Nurs Stud 48(8):944-951.

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5. Abudu-Birresborn D, McCleary L, Puts M, Yakong V, Cranley L (2019) Int J Nurs Stud 92:121:134.

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6. Whittemore R, Knafl K (2005) J Adv Nurs 52(5):546-553.

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