Faculty of Nursing, University of Alberta, Edmonton, AB, Canada.
ACEBAC, 2080 La Trobe University , Bundoora, VIC, Australia.
Int J Nurs Educ Scholarsh. 2024 Mar 11;22(1). doi: 10.1515/ijnes-2023-0042. eCollection 2025 Jan 1.
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.
Qualitative systematic review method based on the Cochrane Handbook for Systematic Reviews of Interventions.
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.
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.
本系统评价的定性研究探讨了干预措施，以提高护生对老年人的知识、态度或工作意愿。护生可能在所有的医疗和老年护理环境中遇到老年人，但研究表明，很少有人有老年护理方面的职业抱负。
基于 Cochrane 干预系统评价手册的定性系统评价方法。
在 Medline、Embase、PsycINFO、EBSCOhost 和 Scopus 上进行了检索，共检索到 1841 篇文章，经过筛选纳入了关于教育干预措施以提高护生对老年人的知识、态度和/或工作意愿的主要研究。对 14 项纳入研究进行了数据提取，并使用定向内容分析对数据进行了分析。使用混合方法评估工具（MMAT）评估了研究的质量。
教育干预措施包括理论或实践课程，或理论和实践的结合。虽然大多数干预措施改变了护理学生对老年人的负面态度，但很少有干预措施增加了他们与老年人一起工作的意愿。实践课程对与老年人一起工作的意愿影响最大。质量评估显示存在方法学上的局限性。需要进一步的研究来更好地了解增强护生对老年人的知识、态度和工作意愿的实践干预措施的要素，以便能够进行复制。
