The Effect of Simulation to Improve of Nurse's Attitudes Towards Elderly Patient

The elderly population is increasing in the world. Therefore, it is necessary to competent nurses who can diagnose the care needs of the elderly. Trainings should be planned in order to improve nurses' perception of individualized care in the care and attitudes positively of elderly patient. In post-graduate education, the use of traditional teaching methods and innovative simulation-based education will facilitate the increase of knowledge and skills. The aim of this study is to examine the effect of simulation-based education on the improve of nurses' perception of individualized care and positive attitudes towards the elderly. The study is quasi-experimental with a pre-test post-test design. Before the data collection phase, a simulation-based training program consisting of three stages was created. The data of the study were collected in a university hospital between October 2021 and April 2022, with the socio-demographic characteristics form, the perception of individualized care and the attitude scale towards the elderly. The data will be analyzed in the package program and the study will be reported.

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Key information

Conditions

Simulation Training Elderly Nursing Care

Age range

18 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Istanbul Medipol University Hospital

Istanbul, Bağcılar, Turkey (Türkiye)

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

Completed undergraduate education
Have been working in the geriatric clinic for at least 6 months
Volunteer to participate in the study

Exclusion criteria

Not completing the stages of the study
nurses with less than 6 months of experience in the geriatric clinic
not volunteer to participate in the study

Treatment and study plan

simulation based learning

Other

An educational methodology that aims to improve participants' attitudes towards the elderly and their perception of individualized care.

Primary outcomes

Change from attitudes towards the elderly at four months

Time frame: Pre-test (before theoretical course), post test 1 (one week after simulation-based learning), post test 2 (one month after simulation-based learning) and post test 3(three month after simulation-based learning)

Mean scores of the participants' on scale of attitude towards the elderly
Change from perception of individualized care at four months

Time frame: Pre-test (before theoretical course), post test 1 (one week after simulation-based learning), post test 2 (one month after simulation-based learning) and post test 3 (three month after simulation-based learning)

Mean scores of the participants on the scale of perception of individualized care for the elderly
Change from knowledge test at four months

Time frame: Pre-test (before theoretical course), immediately post test 1, post test 2 (one week after simulation-based learning), post test 3 (one month after simulation-based learning) and post test 4 (three month after simulation-based learning)

Mean scores of the participants' on scale of knowledge of care towards the elderly

Sponsors and collaborators

Lead sponsor

Istanbul Medipol University Hospital

Other

Registry information

Official study title

The Effect of Simulation Based Learning on Improve Positive Attitudes and Individualized Care Perceptions of Nurses Towards Elderly Patient

Important dates

Study start: 2021
Primary completion: 2022
Study completion: 2022
First posted: Aug 3, 2022
Registry last updated: Aug 3, 2022

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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Completed