Simulation in Undergraduate Gerontological Nursing Course and Student Assessment

Abstract

Background Undergraduate education is important in equipping nurse-to-be in knowledge and skills. Knowledge toward ageing and the elders are the foundation in providing quality care. It is well reported that simulation can enhance students’ knowledge about ageing and which is being adopted increasingly. However, there is absent of local report and also there is no consensus on student assessment relating to simulation. This innovation included two issues: the integration of simulation into undergraduate course and the use of reflective journal as student assessment. Summary of work 1/ objectives 1.1 to explore students’ perceptions on simulation 1.2 to asses students’ ability in linking simulation activities to real situation 2/ innovation 2.1 3-hour simulation workshop included simulation of the roles of elders and caregivers in four scenarios 2.2 reflective journal guidance 3/ participants Undergraduate nursing students who enrolled into Gerontolgical Nursing course 4/ Intervention Students were arranged to participate in the simulation workshop. Thereafter they worked in groups to discuss and compose reflection as according to the reflective journal guidance. Summary of Results All students, 206, completed the simulation. A total of 36 reflective journals were received. A convenience sample of 18 reflective journals were analyzed. Students expressed appreciation to the simulation activities and the contribution of elder volunteers. The activities provided valuable opportunities to experience age-related changes; impaired ability in performing activities of daily living; and influenced on psychosocial mood. Students also illustrated their understanding in ageing theories. Students demonstrated the ability in relating the simulation with real situations such as clinical practicum, their families and friends through reflection. They made suggestions on improving nursing care practice included promoting community resources information; using adaptive devices; and enhancing psychosocial interventions. Students also made suggestions on elder policy such as surprise inspection of nursing-homes and launching elder-friendly community. Conclusions Simulation is a good learning experience to students. Reflective journal is used as student assessment. Further study is required to examine simulation on the improvement in knowledge and attitude towards ageing and to examine the appropriateness of reflective journal for simulation education.