Abstract：
BACKGROUND:Nursing students' interest in older people nursing needs to be enhanced, as there is a demand for competent nurses who prefer to work in older people nursing. Educational approaches involving older people are encouraging; they increase positive learning outcomes. OBJECTIVES:The aim of this study was to evaluate the outcomes of the Learning with Older People Programme (LOPP) in terms of nursing students' interest in older people nursing, their attitudes towards older people and their knowledge level about ageing. DESIGN:A quasi-experimental, pre-post-test design with non-equivalent comparison group was used. SETTINGS:Two different Finnish nursing schools geographically apart from each other. PARTICIPANTS:A nonprobability, convenience sample of nursing students (n=87; n=46 in the intervention group, n=41 in the comparison group) in the middle of their 3.5 year bachelor degree studies and enrolled in compulsory theoretical older people nursing courses participated in the study. METHODS:Data were collected in 2014 using a structured questionnaire that included background questions, students' interest in older people nursing as a primary outcome measure and their attitudes towards older people and knowledge level about ageing as secondary outcome measures. The data were analysed statistically. RESULTS:In the intervention group, students' interest in older people nursing was significantly higher and their attitudes towards older people were more positive than those of students in the comparison group. There were no significant differences between the groups in terms of the students' knowledge level about ageing. CONCLUSIONS:An educational approach involving older people resulted in encouraging outcomes. It is worth considering whether or not older people could be a valuable resource for nursing education.
journal_name
Nurse Educ Todayjournal_title
Nurse education todayauthors
Koskinen S,Salminen L,Puukka P,Leino-Kilpi Hdoi
10.1016/j.nedt.2015.11.018subject
Has Abstractpub_date
2016-02-01 00:00:00pages
114-22eissn
0260-6917issn
1532-2793pii
S0260-6917(15)00482-7journal_volume
37pub_type
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