PDF(Pubmed)
Abstract：
BACKGROUND: Older persons with age-related and complex health problems will increasingly depend on care provision from nurses in their own homes. However, a barrier to quality care is ageism and nursing students´ disinterest in geriatrics. In addition, nurse education often falls short in preparing students for the complexity of geriatric care. Welfare technology (WT) is progressively implemented in home care to help older persons live at home despite their health problems. However, this process is intricate and requires acceptance and digital literacy among caregivers and older persons. Despite these challenges, nurse education can address and change negative attitudes through innovative teaching methods such as age suit simulation. Therefore, the study aims to describe nursing students´ experiences of age suit simulation in a home-like environment with WT and technical aids, and will reveal their perspective on ageing and providing care to older adults.
METHODS: A qualitative explorative design using semi-structured group interviews (n=39) among nursing students. Data was analysed through reflexive thematic analysis.
RESULTS: The analysis generated three main themes; \"It\'s like walking in a bubble\", \"An eye opener\" and \"Concerns about ageing and the current structure of geriatric care\". The main themes included eight subthemes. Adapting to the sensory and physical limitations of the age suit was an immersive experience and caused feelings of frustration, loneliness and disconnection. A prominent result was a raised awareness of cognitive loss, especially impaired vision, and students felt the simulations had made them aware of the everyday challenges older persons faced. Students highlighted the importance of patience and giving enough time in care situations by being present and having a critical perspective of WT. The students were mostly negative towards their own ageing and could better relate to older persons´ vulnerability.
CONCLUSIONS: Age suit simulation was described as an embodied and eye-opening experience, raising nursing students´ awareness of older persons´ functional limitations and the consequences for dignity and independence. Coping with cognitive loss was especially difficult. Students were motivated to apply their new knowledge to clinical practice. Age suit simulation can complement geriatric education, preparing students for the complex care needs of older persons.
METHODS: A qualitative explorative design using semi-structured group interviews (n=39) among nursing students. Data was analysed through reflexive thematic analysis.
RESULTS: The analysis generated three main themes; \"It\'s like walking in a bubble\", \"An eye opener\" and \"Concerns about ageing and the current structure of geriatric care\". The main themes included eight subthemes. Adapting to the sensory and physical limitations of the age suit was an immersive experience and caused feelings of frustration, loneliness and disconnection. A prominent result was a raised awareness of cognitive loss, especially impaired vision, and students felt the simulations had made them aware of the everyday challenges older persons faced. Students highlighted the importance of patience and giving enough time in care situations by being present and having a critical perspective of WT. The students were mostly negative towards their own ageing and could better relate to older persons´ vulnerability.
CONCLUSIONS: Age suit simulation was described as an embodied and eye-opening experience, raising nursing students´ awareness of older persons´ functional limitations and the consequences for dignity and independence. Coping with cognitive loss was especially difficult. Students were motivated to apply their new knowledge to clinical practice. Age suit simulation can complement geriatric education, preparing students for the complex care needs of older persons.
摘要：
背景：患有与年龄相关的复杂健康问题的老年人将越来越多地依靠自己家中的护士提供护理。然而,优质护理的障碍是年龄歧视和护理专业学生对老年病学的不感兴趣。此外,护士教育往往不足以帮助学生为复杂的老年护理做好准备。在家庭护理中逐步实施福利技术（WT），以帮助老年人尽管有健康问题但仍生活在家中。然而,这一过程错综复杂，需要护理人员和老年人接受和数字素养。尽管面临这些挑战,护士教育可以通过创新的教学方法，如模拟年龄服解决和改变消极态度。因此,该研究旨在描述护生在类似WT和技术辅助的家庭环境中模拟年龄套装的经历，并将揭示他们对老龄化和为老年人提供护理的看法。
方法：在护生中使用半结构化小组访谈的定性探索设计（n=39）。通过反身性专题分析对数据进行了分析。
结果：分析产生了三个主要主题：\“就像在泡沫中行走”，“大开眼界”和“对老龄化和当前老年护理结构的担忧”。主要主题包括八个次主题。适应年龄套装的感官和身体限制是一种身临其境的体验，并引起挫败感，孤独和脱节。一个突出的结果是认知丧失意识的提高，尤其是视力受损,学生们觉得模拟让他们意识到了老年人面临的日常挑战。学生们强调了耐心的重要性，并通过在场和对WT的批判性视角在护理情况下给予足够的时间。学生大多对自己的衰老持否定态度，可以更好地与老年人的脆弱性联系起来。
结论：年龄套装模拟被描述为一种体现和大开眼界的体验，提高护理专业学生对老年人功能局限性以及尊严和独立后果的认识。应对认知丧失尤其困难。学生有动力将他们的新知识应用于临床实践。年龄套装模拟可以补充老年教育，让学生为老年人的复杂护理需求做好准备。
方法：在护生中使用半结构化小组访谈的定性探索设计（n=39）。通过反身性专题分析对数据进行了分析。
结果：分析产生了三个主要主题：\“就像在泡沫中行走”，“大开眼界”和“对老龄化和当前老年护理结构的担忧”。主要主题包括八个次主题。适应年龄套装的感官和身体限制是一种身临其境的体验，并引起挫败感，孤独和脱节。一个突出的结果是认知丧失意识的提高，尤其是视力受损,学生们觉得模拟让他们意识到了老年人面临的日常挑战。学生们强调了耐心的重要性，并通过在场和对WT的批判性视角在护理情况下给予足够的时间。学生大多对自己的衰老持否定态度，可以更好地与老年人的脆弱性联系起来。
结论：年龄套装模拟被描述为一种体现和大开眼界的体验，提高护理专业学生对老年人功能局限性以及尊严和独立后果的认识。应对认知丧失尤其困难。学生有动力将他们的新知识应用于临床实践。年龄套装模拟可以补充老年教育，让学生为老年人的复杂护理需求做好准备。
