Using age-simulation suits in continuing education of gerontological nursing: effects on knowledge, empathy, and attitudes

Abstract

Aging simulation suits enhance understanding of aging-related challenges, but evidence for integration with theoretical training is limited. This study evaluated the effects of theoretical and experiential education on nurses’ knowledge, empathy, and attitudes. A quasi-experimental pretest-posttest follow-up design compared an intervention group (n = 31) receiving theoretical training, age simulation and debriefing with a control group (n = 29) receiving theory only. Validated scales were used to assess knowledge, empathy, and attitudes. The study was conducted in two phases between May 30–31, 2024, and October 2–4, 2024. Data were analyzed using the Mann-Whitney U test, the Chi-square test, and the Friedman test. Baseline knowledge was higher in the intervention group (p = .024), posttest differences were not significant. Empathy did not change over time in either group. Attitude scores increased in the intervention group and were sustained at follow-up (p = .016). At follow-up, attitude scores were higher in the intervention than in the control group (p = .010, r = .33). Integrating theoretical education with aging simulation – based learning improved nurses’ attitudes toward older adults, while effects on knowledge and empathy were limited. Embodied learning may promote positive attitudinal change in continuing education.