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

Abstract

Background The knowledge and attitude of health care providers are important and influential factors in providing care services to the elderly and need to be considered during the training course. Simulation in geriatric nursing education can be an opportunity for learners to experience the restrictions of the elderly. The present study was conducted to determine the effect of training through simulation on the attitude and knowledge of nursing students in elderly care. Methods This study was quasi-experimental with two experimental and control groups of pre and post-test, which was conducted on 70 nursing students of the 5th semester (two groups of 35 people). For the experimental group, the elderly simulation suit was worn for two hours, which was designed by the researcher and created sensory, physical, and motor restrictions similar to the elderly for students. Before and after the study, Kogan’s attitudes toward older people scale and Palmore’s “facts on aging quiz” were completed by students. The data were analyzed using an independent t-test and paired t-test using SPSS version 16 software. Results The mean scores of students’ knowledge in the experimental and control groups had no significant difference at the beginning of the study (p < 0.05). But the mean scores of knowledge in the experimental group before and after the intervention was (9.2 ± 2.6) and (15.3 ± 3.5), respectively, and in the control group before and after the intervention was (10.4 ± 2.9) and (11.3 ± 2.6), respectively, which had a statistically significant difference (p = 0.0001). The mean scores of students’ attitudes in the experimental and control groups had no significant difference at the beginning of the study (p < 0.05). The mean scores of attitude in the experimental group before and after the intervention was (114.69 ± 8.4) and (157.31 ± 10.7), respectively and in the control group before and after the intervention was (113.34 ± 13.6) and (108.5 ± 16.6), respectively, which was significantly different (p = 0.0001). Conclusions Based on the findings, the experience of aging restrictions through simulation has improved the knowledge and attitude of nursing students towards the elderly. Nursing education requires the growth of attitudinal skills, individuals’ beliefs, and creating empathy among them, so creating simulation opportunities can assist nursing students in the educational processes.

Effects of age simulation suits on psychological and physical outcomes: a systematic review

“…attitudes IG2: 16.17 ± 3.65 IG2: 14.83 ± 3.46 < .001 IG2-CG .042 - 0.38 ↓ IG2 increased pos. attitudes CG: 16.29 ± 4.2 MSS empathy IG: 5.33 ± 1.62 IG1: 4.63 ± 1.31 .001 IG1-CG .124 0.48 ↑ IG1 increased empathy IG2: 5.44 ± 2.37 IG2: 5.13 ± 2.10 .070 IG2-CG .824 - 0.21 IG2 no difference CG: 5.32 ± 2.09 Mandegari and Bamakan et al ( 2021 ) IG: lecture about age & ageing, ageing simulation Palmore FAQ-1 IG: 9.2 ± 2.6 IG: 15.3 ± 3.5 .001 .001 1.98 1.87 ↑ Increased knowledge in IG post sig. difference between IG-CG post Unknown ASS CG: 10.4 ± 2.9 CG: 11.3 ± 2.6 .30 0.33 …”

The Role of an Exoskeleton Simulation of Senescence in Health Sciences Education

“…Some of the most relevant factors that were assessed included the perception of and sensitivity toward the older population, the impact of the intervention on the participants, future professional vision, the knowledge, attitude, and the possibility of the participants pursuing graduate degrees in felds associated with the study, assistance, and rehabilitation of older adults [29][30][31][32][33][34].…”

“…Assessing the attitude and behavior changes through new methodologies highlights the idea of developing models with a deeper efect on curricular and professional education for the management of the older population [32][33][34][35][36][37][38][39][40][41].…”

Effects of different geriatric nursing teaching methods on nursing students’ knowledge and attitude: Systematic review and network meta-analysis

“…Consequently, the adoption of the consistency model for fitting is warranted. Statistical significance is observed in the comparison between SL + TTM, SBL, PBL and traditional teaching method in terms of application effect (P < 0.05), as illustrated in Fig 5 . 13 studies [13][14][15][16][17][18][19][20][21][22][23][24][25] provided data on nursing students' attitude toward the elderly, involving 6 teaching methods, including SBL, Placebo SBL, SL + TTM, LOPP, PBL, TTM. The results of network Meta-analysis reveal that the results of inconsistency test were non-significant inconsistency (P > 0.05).…”