Simulation-based learning to enhance students’ knowledge and skills in educating older patients

Torkshavand, Goodarz; Khatiban, Mahnaz; Soltanian, Ali Reza

doi:10.1016/j.nepr.2019.102678

Cited by 32 publications

(26 citation statements)

References 38 publications

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“…Adib Haj Bagheri et al (2014) write that a one-day walk in a nursing home was associated with improving the attitudes toward the elderly and that care conditions for the elderly may have influenced how attitudes change [ 32 ]. Torkshavand et al (2020) showed that the learning group based on simulation had greater and more lasting improvements in increasing the knowledge and skills of the older patients than the lecture-based group [ 33 ]. Similar to the present study, Sari et al (2020) used an aging suit as a real simulation which showed that the mean scores of the KAOPS has statistically significantly increased after wearing an aging suit [ 9 ].…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2021

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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.

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Section: Discussionmentioning

confidence: 99%

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

et al. 2021

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“…Concerning curriculum design, nursing educators should incorporate methods to increase interest and promote the attractiveness of lectures so that students will more readily accept geriatric nursing courses. Furthermore, as were evidenced to be the effective learning approaches to improve students’ theoretical knowledge and skills, more education methodologies such as flipped classroom pedagogy, and simulation‐based learning (Hu et al., 2018 ; Torkshavaned et al., 2020 ) are encouraged to be explored in designing gerontological nursing programmes.…”

Section: Discussionmentioning

confidence: 99%

Nursing students' willingness to work in geriatric care: An integrative review

Dai

Liu

et al. 2020

Nursing Open

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Due to the increase in ageing, meeting the needs of the increasing older population for medical and health services is challenging.According to a WHO survey, by 2050, the proportion of people over 60 years old will increase to 22% (World Health Organization, 2018).There is a large demand for gerontological nurses due to the growth of the ageing population; additionally, the prevalence of chronic and degenerative diseases is high, thus resulting in an unprecedented demand for health care (King et al., 2013), particularly for staff in nursing homes, registered nurses specializing in gerontological care and home care personnel (Carlson & Idvall, 2015).Although the global ageing population has reached a serious level, encouraging nurses to work in geriatric nursing is challenging in many countries (Neville et al., 2013). Nursing students' expectations regarding gerontological caring employment reflect a low level of aspiration and most students are not intent on entering the long-term nursing workforce to care for older people (Brown

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“…[31] Simulation aids in students' ability to integrate, employ, and retain knowledge, and enhance performance in the clinical setting. [32] Following the simulation scenario, students are provided with an opportunity for reflection, referred to as debriefing. [16] It is during these debriefing sessions that students critically reflect on the situation, engage in discussion with peers and their nurse educator, and uncover what they feel went well in the situation, or what they would change if they were to encounter a similar situation.…”

Section: Simulationmentioning

confidence: 99%

Andragogy and teaching techniques to enhance adult learners’ experience

Lewis

Bryan²

2021

JNEP

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Nurse educators need to be cognizant of their instructional methods to ensure they are using appropriate techniques to effectively teach students as adult learners. Andragogy is the practice of teaching adult learners; its role and application in concept-based nursing education in the online, classroom, and clinical teaching contexts are explored in this reflective literature review. Concept-based curriculum is a method of teaching that utilizes active learning strategies to aid in developing critical thinking skills and knowledge comprehension. Reflections on incorporating andragogy to teach in a concept-based curriculum in nursing by a novice educator is also presented along with selected teaching techniques that has been utilized to solidify nursing students learning. It has been shown that non-traditional teaching techniques such as simulation, case studies, debates, and creating a “flipped” classroom can be effective in applying andragogy in a concept-based curriculum model. Incorporating andragogy within the concept-based curriculum is vital for equipping nursing students with necessary critical thinking and reflection skills required for nursing practice.

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Simulation-based learning to enhance students’ knowledge and skills in educating older patients

Cited by 32 publications

References 38 publications

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

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

Nursing students' willingness to work in geriatric care: An integrative review

Andragogy and teaching techniques to enhance adult learners’ experience

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