Using simulation to introduce students and healthcare professionals to losses experienced by older adults: a pre-post analysis

Abstract

Background To introduce students and healthcare professionals to losses experienced by older adults and instill compassion among interprofessional learners, an interactive narrative simulation activity was developed and incorporated in clinical staff orientation and student professional course work. Narrative simulation allows learners to incorporate skills of examination, exploration, sharing, and reflection applied to simulated losses and lived experience of the older adult to promote empathy and understanding. Methods A pre-post analysis was conducted to evaluate changes in self-reported empathy scores among nurses, pharmacists, student nurses and student pharmacists using the 20-item Jefferson Scale of Empathy©, Health Professional and Health Professional Student versions. The instrument was administered prior to and after narrative simulation participation. Results A total of 152 students and 107 health care professionals completed both assessments. Median (interquartile range, IQR) post-simulation scores were significantly higher among nursing professionals [118.5 (112.25, 126.75) versus 126 (117, 132); P < 0.001; effect size 0.81] and nursing students [116 (107, 121) versus 119 (109, 126); P < 0.001; effect size 0.28], as well as pharmacy students [111 (101, 117) versus 116 (107.5, 125); P < 0.001; effect size 0.47]. Although a moderate effect size of 0.7 was observed for pharmacy professionals, there was no difference between pre- and post-activity empathy scores [117 (98, 137) versus 116 (101, 137); P = 0.16] for pharmacists participating in the narrative simulation exercise. Conclusions A statistically significant change in self-reported levels of empathy, particularly for nurses, nursing students, and pharmacy students, was observed; results of this activity did not suggest a change in pharmacist self-reported empathy levels. This activity could be implemented by educators seeking to increase awareness of losses experienced by the older adult.

Impact of Artificial Intelligence on Nursing Students’ Attitudes toward Older Adults: A Pre/Post-Study

“…The AIED event allowed undergraduate nursing students to experience a realistic encounter with an older adult, raising students’ awareness of their attitudes toward the geriatric population. This study’s results are like those of other studies that used simulation as an educational intervention to positively influence nursing students’ attitudes toward caring for older adults [ 11 , 12 ]. This study underscores the efficacy of the AIED event in challenging negative attitudes and promoting more positive perceptions of older adults among future nursing workforces.…”

“…Several authors have used geriatric simulation exercises and reflective discussions to expose healthcare professions to older adults. The intervention significantly improved empathy toward aging and increased confidence in providing geriatric care [ 11 , 12 ]. An integrative review by Magan et al found that past experiences with older adults and gerontology-focused teaching strategies effectively diminished ageist stereotypes and fostered positive attitudes and perceptions of older adults [ 12 ].…”

“…The intervention significantly improved empathy toward aging and increased confidence in providing geriatric care [ 11 , 12 ]. An integrative review by Magan et al found that past experiences with older adults and gerontology-focused teaching strategies effectively diminished ageist stereotypes and fostered positive attitudes and perceptions of older adults [ 12 ]. Similarly, a systematic review by Shirey et al demonstrated the efficacy of educational interventions in improving nursing students’ knowledge, skills, and attitudes related to geriatric nursing [ 13 ].…”