Publication: The effect of aged simulation suit on nursing students’ empathy, attitudes, and willingness to care for older adults: experimental trial mixed-method study
Program
KU-Authors
KU Authors
Co-Authors
Publication Date
Language
Type
Embargo Status
Journal Title
Journal ISSN
Volume Title
Alternative Title
Abstract
This study investigates the impact of age simulation suits on nursing students’ empathy, attitudes, and willingness to care for older adults. An experimental trial with a mixed-method design was conducted during the spring semester of the 2023–2024 academic year, involving 43 third-year nursing students. The intervention group (n = 23) wore age simulation suits, while the control group (n = 20) wore placebo clothing. Pre- and post-testt assessments measured empathy, attitudes toward older adults, and willingness to work with them. Content analysis was performed on the intervention group’s experiences. Results indicated a significant increase in the intervention group’s willingness to work with older adults after the simulation (Z = –3.232, p <.001;Hedges’ g: 0.819). However, no significant changes were observed in empathy or attitude scores (p >.05), and the control group showed no significant changes in any measured variables (p >.05). Content analysis revealed four key themes related to students’ feelings: (i) isolation and dependency, (ii) physical challenges and limitations, (iii) emotional responses and empathy, and (iv) changes in behavior and perception. Additionally, four main themes regarding new learnings were identified: (i) understanding and empathy, (ii) patience and communication, (iii) practical challenges and adaptation, and (iv) long-term impact and reflection. Two themes emerged on how nursing students can best approach older adults in their future practice: (i) enhancing care through empathy and training and (ii) promoting safety and well-being through preventive measures. © 2024 Taylor and Francis Group, LLC.
Source
Publisher
Routledge
Subject
Nursing
Citation
Has Part
Source
Educational Gerontology
Book Series Title
Edition
DOI
10.1080/03601277.2024.2418107