Background: Continuing education, knowledge acquisition, and competence are required of all professional Registered Nurses. Remaining current in care delivery is the responsibility of nurses supported by professional development specialists and educators. With the ongoing flood of new information on how to best deliver care, educators need to make new information engaging and sustaining. Objective: A Doctor of Nursing Practice (DNP) scholarly project was conducted using the evidence-based teaching modality of storytelling to educate practitioners in caring for the elderly. For this DNP scholarly project, the principal investigator sought to address the question: "For nurse leaders of professional development without specialty geriatric certification training, what is the effect of an educational intervention, using storytelling on knowledge of the 4Ms (what matters, medication, mentation, and mobility) and confidence in teaching?" Method: This scholarly project was a quality improvement single group pre-intervention, post-intervention educational project. Directors of professional development and education participated in the eldercare storytelling program and completed a pre and post confidence scoring tool as well as a general aging knowledge quiz. A convenience sample of 12 directors participated. Instrument: The Gerontological Nursing Competence Questionnaire and the Facts on Aging (2015 version) were used for collection of pre-intervention and post-intervention data. An 8-minute video survey was the intervention. Results: There was a significant difference when pre-intervention was compared to post-intervention for the overall GNCQ score for confidence in knowledge (t = 3.29[subscript 11], p = 0.007) and confidence in teaching (t = -2.37[subscript 11], p = 0.037). There was no statistical significance for the pre and post results of the FAQ. Implications for Practice: The findings of the DNP scholarly project offer storytelling as a viable teaching modality for increasing nurses' knowledge of caring for the elderly based on the concepts of the 4Ms of age-friendly care. Storytelling use in curriculum development can enhance current and future educational offerings and improve care of the elderly. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]