Gerontological educational interventions for student nurses: a systematic review of qualitative findings.
Int J Nurs Educ Scholarsh
; 22(1)2025 Jan 01.
Article
en En
| MEDLINE
| ID: mdl-38459787
ABSTRACT
OBJECTIVES:
This systematic review of qualitative studies explored interventions to improve student nurses' knowledge, attitudes or willingness to work with older people. Student nurses are likely to encounter older people in all health and aged care settings, however, research demonstrates that few have career aspirations in gerontological nursing.METHODS:
Qualitative systematic review method based on the Cochrane Handbook for Systematic Reviews of Interventions.RESULTS:
Search of Medline, Embase, PsycINFO, EBSCOhost and Scopus yielded 1841 articles which were screened to include primary research about educational interventions to improve student nurses' knowledge, attitudes and/or willingness to work with older people. Data extraction was performed on the 14 included studies, and data were analysed using directed content analysis. The Mixed Methods Appraisal Tool (MMAT) was used the assess the quality of the studies.CONCLUSIONS:
Educational interventions included theory or practice courses, or a combination of theory and practice. While most interventions changed nursing students' negative attitudes towards older people, few increased their willingness to work with them. Practice courses had the most significant impact on willingness to work with older people. Quality assessment revealed methodical limitations. More research is needed to better understand the elements of practice interventions that enhance student nurses' knowledge, attitudes, and willingness to work with older people, so that they can be replicated.Palabras clave
Texto completo:
1
Base de datos:
MEDLINE
Asunto principal:
Estudiantes de Enfermería
/
Geriatría
/
Enfermeras y Enfermeros
Idioma:
En
Revista:
Int J Nurs Educ Scholarsh
/
Int. j. nurs. educ. scholarsh
/
International journal of nursing education scholarship
Asunto de la revista:
EDUCACAO
/
ENFERMAGEM
Año:
2025
Tipo del documento:
Article