Nursing Student Attitudes Toward and Preferences for Working With Older Adults

King, Barbara; Roberts, Tonya; Bowers, Barbara J.

doi:10.1080/02701960.2012.718012

Cited by 141 publications

(168 citation statements)

References 30 publications

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“…The finding adds evidence supporting the literature that clinical placement and curricula focused on phenomena specific to older populations enhance attitudes toward older adults. [1,4,5] Thus, an important conclusion of the current study is that separate gerontology courses in nursing curricula should be offered to provide a broader understanding of the aging population rather than focusing on pathological medical status. The increased anti-age bias of the non-nursing group over time might be explained as a result of the measurement method, which indirectly assessed age bias on the basis of knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…[22] Although American academic institutions made a decadelong, nationwide effort to improve gerontology competency in nursing curricula, [22] research in attitudes towards aging and the effect of gerontology education was limited during that time. [5,6] Therefore, the outcome remains inconclusive as to whether the effort had a positive effect on student attitudes. The inconclusive results might be due to the method of delivery of the gerontology content.…”

Section: Introductionmentioning

confidence: 94%

“…[2][3][4] Negative attitudes appear to influence undergraduates against working with older adults. [4,5] Other studies similarly showed that negative attitudes toward the elderly among nursing students have affected students' work preferences. [6,7] Attitudes are defined as a learned predisposition toward a target (object or person) that has been formed from previous experiences.…”

Section: Introductionmentioning

confidence: 97%

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Can education change attitudes toward aging? A quasi-experimental design with a comparison group

Lee

Shin

Greiner

2015

JNEP

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Background: Widespread negative attitudes toward aging in the U.S. are obstacles to training care providers and providing high quality care. Studies identifying educational effects on attitudes toward older people are still inconclusive. Objective: To examine the impact of learning experiences on university student attitudes toward older people. Methods: Design: A quasi-experimental design with a comparison group study. A total of 147 students registered in nursing and non-nursing programs completed three instruments measuring attitudes toward aging at three month intervals. All nursing students in the study were undertaking gerontology nursing course. Results: All participants expressed more positive attitudes in direct measures than indirect measures. Nursing students taking this gerontology course had significantly lower negative attitudes and negative feelings toward older adults, lower anti-age bias, and improvement in pro-age bias over time as compared to non-nursing students. Conclusions: The findings suggest that: 1) improved knowledge and clinical experience of aging reduce negative attitudes and are fundamental steps in developing positive attitudes for caring for older adults; and 2) comparative research using multiple measures provides a better understanding of attitudes toward older people.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 97%

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Can education change attitudes toward aging? A quasi-experimental design with a comparison group

Lee

Shin

Greiner

2015

JNEP

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“…Current research continues to show that nursing students do not prefer to work in long term care settings [8]. Several studies concluded that students felt working with older adults was unpleasant, boring, physically demanding, and monotonous [9,10].…”

Section: Attitudes and Preferencesmentioning

confidence: 99%

Literature Review: Fostering Undergraduate Student Nurse Engagement in a Bsn Gerontology Course

Schroeder¹

2015

GGM

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The aging population, with its complex medical problems, presents an ever increasing demand for health care. This multifaceted challenge involves a burgeoning, diverse older adult population requiring specialized nursing care. For this significant population, the uncertainty of the United States (US) health care system poses additional risk of poor patient outcomes [1]. Future projections point toward the supply of geriatric nursing not meeting the demands of this growing population [2]. Geriatric nurses make up less than 1 percent of the current registered nurse workforce [3].A challenge among today's nurse educators is promoting student interest in the field of gerontology. Providing a dynamic, engaging, didactic experience in the classroom is vital to stimulate a vested interest for students caring for the older adult population. Due to a pervasive negative, societal attitude towards the elderly, nursing students do not often consider geriatric nursing as a career path [4]. Studies indicate an overall lack of interest from nursing students to specialize in the care of older adults [4,5]. Ageist views of the older adult population remain a prevalent issue in today's American society [6]. Thus, students may devalue the older adult and show a reluctance to master the core geriatric concepts that are increasingly important as this population continues to grow and impact health care systems [7]. The purpose of this literature review seeks to identify innovative teaching strategies that engage undergraduate nursing students in a gerontology nursing course and promote positive attitudes toward caring for the older adult population. Methods Search strategyAn electronic literature search examining peer-reviewed journal articles between 2010 and 2015 was conducted. The databases CINAHL, Medline, PubMed, EBSCOhost, PsychINFO, Scopus, and Science Direct were broadly scanned prior to an advanced, refined search using Medical Subject Heading (MeSH) keywords: "student nurse, " "older adult, " "elderly, " "old, " "geriatric, " "negative attitude, " and "ageism". Boolean operators combined terms to narrow the subject matter to more focused areas. Inclusion criteriaAll journal articles were peer-reviewed, original research available in English. The journal articles were to describe student nurse attitudes toward older adults, which included ageist, or stereotypical perceptions related to aging. All journal articles published between 2010 and 2015 within the United States and Canada were included. Exclusion criteriaTwo journal articles related to ethnic characteristics of student nurses influencing attitude toward older adults were deemed not applicable to the study question. Articles that focused on registered nurses or other health care provider attitudes or perceptions related to caring for the elderly were also excluded. Search outcomes and quality appraisalDatabase search combinations yielded a total of twenty-six appropriate journal articles. Quality was ensured by examination of study rigor and merit in relation to study...

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“…There has been considerable literature examining student attitudes to ageing, the majority focusing on nursing and medical students (Gonzales, Morrow-Howell, & Gilbert, 2010;King, Roberts, & Bowers, 2013;Lea, Mason, Eccleston, & Robinson, 2015;Rodgers & Gilmour, 2011) and only a limited number on students from other health professions (Sheppard et al, 2015;Zambrini, Moraru, Hanna, Kalache, & Nuñez, 2008). A recent study by Lea et al (2015) found that for second year nursing students, a supported residential aged care placement can influence attitudes towards older adults and working in aged care postgraduation.…”

Section: Introductionmentioning

confidence: 99%

An examination of students’ perceptions of their interprofessional placements in residential aged care

Seaman¹,

Saunders

Williams³

et al. 2017

Journal of Interprofessional Care

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It is essential that health professionals are trained to provide optimal care for our ageing population. Key to this is a positive attitude to older adults along with the ability to work in teams and provide interprofessional care. There is limited evidence on the impact an interprofessional education (IPE) placement in a residential aged care facility (RACF) has on students. In 2015 in Western Australia, 51 students (30% male, median age 23 years), from seven professions, undertook a placement between 2 and 13 weeks in length at 1 RACF. Pre-and post-placement measurements of attitudes to the elderly were collected using the Ageing Semantic Differential (ASD) questionnaire and level of readiness for interprofessional learning with the Readiness for Interprofessional Learning Scale (RIPLS). A total of 47 students completed matched ASD and RIPLS surveys. The mean total score on the ASD survey decreased significantly from pre-to post-placement from 116.0 to 108.9 (p = 0.033), indicating attitudes became increasingly positive towards older adults. Significant differences post-placement were seen indicating better readiness for interprofessional learning, for two out of four subscales on the RIPLS, namely "teamwork & collaboration" (42.1-44.0; (p = 0.000)) and "positive professional identity" (18.2-19.3 (p = 0.001)). The degree of change is similar to findings from other settings. The results support IPEfocussed student placements within RACF positively influence student's attitudes towards the older adult as well as increase student's readiness for interprofessional learning, confirming RACF are valuable places for training health professionals. ARTICLE HISTORY

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Nursing Student Attitudes Toward and Preferences for Working With Older Adults

Cited by 141 publications

References 30 publications

Can education change attitudes toward aging? A quasi-experimental design with a comparison group

Can education change attitudes toward aging? A quasi-experimental design with a comparison group

Literature Review: Fostering Undergraduate Student Nurse Engagement in a Bsn Gerontology Course

An examination of students’ perceptions of their interprofessional placements in residential aged care

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