Faculty of Nursing, University of Alberta, Canada.
University of Calgary, Canada.
Nurse Educ Today. 2020 Oct;93:104537. doi: 10.1016/j.nedt.2020.104537. Epub 2020 Jul 20.
Despite efforts to incorporate information about older people in pre-licensure nursing programs, there are inconsistent results from studies examining student nurses' perceptions towards the aging population. There is research suggesting that healthcare settings and nursing practice is perpetuating negative perspectives towards older people.
To gain an understanding of how social contexts are influencing student nurses' experiences when learning to work with older people.
Descriptive case study guided by the theoretical framework of social learning theory.
A university in Western Canada that offers a pre-licensure nursing program.
28 student nurses and 13 faculty in the nursing program.
Participant interviews and focus groups were conducted with nursing faculty and students.
Key findings from this study are that students' previous experiences with older people, through family or work experiences, and their first clinical experience in long- term care negatively influenced their perceptions about working with older people. Clinical nurses and faculty influenced students' perceptions about nursing practice with older people, sometimes in subtle ways, underscoring that students are learning from what they see and hear in practice. Students were ill-prepared for the complexity of the aging population, particularly those with cognitive impairment.
Learning activities that engage students in active learning, such as simulation, providing students with a positive lexicon of how to describe older patients, and more overt attention to the perspectives students and faculty bring to the learning environment need to be carefully explored. Meaningful learning experiences with older people in multiple contexts are needed to thoughtfully plan how to disrupt negative perceptions that might emerge through the nursing education program.
尽管在护理专业的职前教育中已经努力纳入了关于老年人的信息，但研究表明，学生护士对老年人群体的看法仍不一致。有研究表明，医疗环境和护理实践正在使人们对老年人的负面看法持续存在。
了解社会背景是如何影响学生护士在学习照顾老年人时的体验。
受社会学习理论的理论框架指导的描述性案例研究。
加拿大西部的一所提供职前护理课程的大学。
28 名护理专业学生和 13 名护理专业教师。
对护理专业教师和学生进行了参与者访谈和焦点小组讨论。
这项研究的主要发现是，学生之前与老年人的接触经历，无论是通过家庭还是工作经验，以及他们在长期护理中的第一次临床经历，都对他们对与老年人合作的看法产生了负面影响。临床护士和教师会影响学生对老年人护理实践的看法，有时是在微妙的方面，这强调了学生正在从实践中所见所闻中学习。学生对人口老龄化的复杂性准备不足，特别是那些有认知障碍的人。
需要仔细探索能够让学生积极参与学习的学习活动，如模拟教学，为学生提供一个如何描述老年患者的积极词汇，并更加关注学生和教师在学习环境中带来的观点。需要在多个背景下与老年人进行有意义的学习体验，以深思熟虑地计划如何通过护理教育计划打破可能出现的负面看法。
