Ageing simulation in health and social care education: A mixed methods systematic review

Abstract

Aim To identify, evaluate and summarize evidence from qualitative, quantitative and mixed method studies conducted using age suits or other age simulation equipment, with health and social care students. Design Convergent segregated mixed method review design as outlined by the Johanna Briggs Institute. Data Sources CINAHL (+ with Full Text), MEDLINE, PsycINFO, PubMed, SocINDEX, Web of Science, Cochrane Library, Emerald Insight, Proquest nursing, Science Direct, Wiley Online and BioMed Central (January 2000–January 2020). Review methods Convergent segregated synthesis was used to synthesize evidence from the studies and the MERSQI checklist used to appraise quality. Results A total of 23 studies were reviewed: one randomized control, two post‐test only randomized control, three quasi‐experimental, 15 one‐group pre/post studies and two qualitative studies. Of the seventeen studies carrying out inferential statistics on attitude scores post intervention, 11 reported an improvement, three indicated no significant change and three reported worsening scores. Key themes included use of appropriate scales, type of equipment used, location and length of interactions, debriefing and contextualization of interventions in broader teaching. Conclusion The impact of ageing simulation interventions on health and social care student's attitudes to older people was predominantly positive. However, further high‐quality research is warranted to understand the optimal use of such interventions in the context of health care for a growing ageing population. Impact It is important health and social care staff have appropriate knowledge and training to enable them to provide high‐quality care to older people and challenge potential ageism in the system. This review adds to the body of work around the use of simulation and experiential learning to educate health and social care students about ageing and ageism. It also offers recommendations for using ageing simulations effectively to inform attitudes of prospective professionals who will influence future health and social care.

“Aging Means to Me… That I Feel Lonely More Often”? An Experimental Study on the Effects of Age Simulation Regarding Views on Aging

“…Target populations predominantly included student groups in health-related professions; outcomes represented the areas of better understanding of what aging means, empathy with older adults, and attitudes toward older adults. Two recent review articles ( Eost-Telling et al, 2020 ; Bowden et al, 2021 ) have targeted these psychological outcomes of age simulation in a broader approach by including variations of interventions that either used a “full” ASS, only single components (i.e., only goggles), or aging games including role-play instructions. In this study, we use the ASS as an age simulation intervention able to provide first-hand experiences of the motor-sensory deficits associated with advancing age for our participants (see also the definition of age simulation intervention in Bowden et al, 2021 ).…”

“…In their review, Bowden et al (2021) identified mainly positive effects of aging simulations on knowledge, empathy levels, and attitudes towards older adults among younger healthcare professionals. Similarly, Eost-Telling et al (2020) focused on health and social care students and concluded that effects of such aging simulation interventions on attitudes towards older people were predominantly positive. Although both reviews concluded that such ASS interventions might be useful, for example to promote person-centered care, they also found large heterogeneity in the methodological quality among included studies.…”

Effect of an aged wearing suit on nursing student’s knowledge and attitude

“…The clinical simulation includes a wide range of methods and techniques that allow students to practice clinical skills before using them in relation with real patients [ 16 ]. The main purpose of using simulation in health care is to prepare students to face real situations that increase help-seeker safety, reduce errors and improve nurses’ clinical judgments [ 17 , 18 ].…”

Effects of the Simulation Based Training Program on Attitudes of Nurses Towards Older Adults: A Quasi-Experimental Design Study

“…In additon to this they stated that participant feedback showed that the this intervention increased empathy and awareness about geriatric nursing (12). In a recent systematic review, Eost-Telling et al, (2021) stated that aged simulation equipments/suits can have a positive effects on students' attitudes and empathy towards older adults (13). Rueffort and Bullinger (2020) examined whether wearing an age simulation suit would make a sensitization compared to participants observing the intervention.…”

“…It also stated that this experience allowed them to put themselves in the shoes of older adults and to experience age-related difficulties (6). The recent studies have been made to change nursing students' attitudes towards the elderly (11)(12)(13). But the studies on changing the attitudes of nurses who work actively with the elderly (geriatric care nurses) towards the elderly are limited.…”