Simulation helps equip nursing students to care for patients with dementia

A realist synthesis of dementia education programmes for pre-registration nurses

AIMS

The escalating prevalence of dementia globally highlights the urgency for effective nursing care and dementia education. The aim of this review was to synthesize evidence on dementia education programmes for pre-registration nursing, exploring the types implemented, the contexts in which they operate, the mechanisms influencing their success, and their intended and unintended outcomes.

DESIGN

A realist synthesis approach was employed to explore the functioning of complex interventions within specific contexts, acknowledging the intricate nature of dementia education programmes and the diverse settings in which they are implemented.

DATA SOURCES

A rigorous search strategy was implemented across databases including Medline, CINAHL, Scopus, and ProQuest Health and Medical, supplemented by hand searching and citation searching. Preliminary screening and refinement processes ensured comprehensive coverage of relevant literature.

REVIEW METHODS

A systematic and iterative approach was adopted, involving quality assessment under the headings of relevance, rigour, and richness. Data extraction and synthesis processes were focused on identifying contexts, mechanisms, and outcomes relevant to dementia education in nursing.

RESULTS

A total of 25 studies were reviewed. Key findings highlight the effectiveness of narrative-based learning, varied educational methods, and experienced providers in improving nursing students' knowledge, attitudes, and confidence. These approaches influenced care priorities and increased interest in working with people living with dementia. However, there is a noted gap in understanding the long-term benefits and academic impact of these programmes.

CONCLUSIONS

Dementia education programmes are pivotal in preparing nursing students for effective dementia care. The co-production and design involvement of people living with dementia in curricula development is recommended to enhance relevance and applicability. We call for further research into the long-term benefits of dementia education, the impact of academic recognition, and the alignment of programmes with nursing curricula.

Effects of a Clinical Simulation-Based Training Program for Nursing Students to Address Social Isolation and Loneliness in the Elderly: A Quasi-Experimental Study

INTRODUCTION

The population of older adults is rapidly increasing worldwide, presenting both prospects and complexities for society and healthcare professionals to maximize the functional capacity of this age group. Social isolation and loneliness significantly affect this population. The objective was to determine the effectiveness, satisfaction, and perceptions of the simulation-based education practices of a training program for nursing students, which was created to palliate the social isolation and loneliness of older adults.

METHOD

A quasi-experimental study was conducted with nursing students who participated in an online training program using teleservice based on high-fidelity clinical simulation. The program included asynchronous theoretical training and synchronous practical training using an online platform. Five scenarios were designed using simulated phone calls to address the social isolation and loneliness of older adults.

RESULTS

Twenty-five nursing students participated in the program, and they had a mean age of 27.44, with 76% of them being women. After the training program, the participants showed statistically significant improvements (p < 0.05) with respect to their knowledge and attitudes towards older adults, and the program was adapted to the best educational practices in simulations.

CONCLUSIONS

Simulation-based online training efficiently improved the knowledge and attitudes of nursing students towards older adults, improving their ability to address social isolation and loneliness. The high satisfaction and adhesion to the best educational practices underline the usefulness of high-fidelity online simulations, especially in situations in which face-to-face training is not feasible, and accessibility and equilibrium could be guaranteed between work and personal life.

Great geriatric syndromes: Acquisition of nursing competencies and undergraduate nursing students' perceptions through high-fidelity simulation training

BACKGROUND

The constant increase in the aging population will lead to a greater demand for high-quality nursing care for this population over the coming years. Early detection and proper treatment of great geriatric syndromes are essential and, consequently, geriatric nurses must acquire the necessary competencies for their adequate management.

OBJECTIVES

To evaluate the acquisition of the necessary nursing competencies for adequate management of great geriatric syndromes through high-fidelity simulation training and to explore undergraduate nursing students' perceptions about this training.

METHODS

80 undergraduate nursing students participated in a mixed methods study. The simulated scenarios recreated older patients with diagnoses of great geriatric syndromes using standardized patients. Nursing competencies were evaluated using a verification list. 10 focus groups were interviewed to explore their perceptions, conducting a qualitative study with an interpretative approach.

RESULTS

Most of the students (86.55 %) acquired the necessary nursing competencies for adequate management of great geriatric syndromes. The nursing students stated that they improved their communication skills (provide solutions to older patients; facilitate and redirect the clinical interview; contrast the information given to the patient), psychological resources (psychological support; physical contact and accompaniment; empathy and persuasion), and geriatric knowledge (identify their lack of knowledge; recognize their limits in terms of healthcare and refer to other health professionals; know the patient's conditions) to provide quality care for older people diagnosed with great geriatric syndromes.

CONCLUSIONS

The use of high-fidelity simulation training including standardized patients makes it easier for nursing students to acquire the necessary nursing competencies for adequate management of great geriatric syndromes and improve their clinical skills. Geriatric nursing education should focus on equipping nursing students with the necessary clinical skills, integrating high-fidelity simulation training in geriatric study plans to train students in the nursing care to be provided to older patients, and preparing them for real clinical practice.

The effects of high-fidelity simulation training on empathy and attitudes toward older people among undergraduate nursing students: A quasi-experimental study

AIM

To evaluate the effects of high-fidelity simulation training on attitudes towards older people and empathy among undergraduate nursing students.

BACKGROUND

People worldwide are living longer and, consequently, the number of older people is increasing globally. Geriatric syndromes are highly prevalent and associated with increased morbidity and mortality in this population. Positive attitudes towards older people and high levels of empathy are necessary for the provision of high-quality nursing care, which will contribute towards improving the quality of life of older patients affected by these syndromes.

METHODS

A quasi-experimental study was conducted using a longitudinal design with a single group and a pre- and post-intervention evaluation. The development of attitudes towards older people and empathy skills were evaluated using high-fidelity simulation-based training, comparing the levels obtained in these skills at baseline and after the simulation experience. The simulated scenarios recreated the great geriatric syndromes in older patients: instability, immobility, intellectual impairment and incontinence.

RESULTS

After the simulation sessions, nursing students significantly improved their total scores for both attitudes toward older people and empathy, moreover, improvements were found in the three subscales of empathy. The effect size was large for the total scores of both the attitudes towards older people and the empathy scales and the 'perspective taking' subscale. The obtained effect size was small for the 'compassionate care' subscale, whereas for the 'standing in the patient's shoes' subscale, the obtained effect size was medium.

CONCLUSIONS

Our high-fidelity simulation-based training allows undergraduate nursing students to improve their empathy levels and positive attitudes toward older people. The development of these skills may provide benefits directly related to high-quality care for older patients. Therefore, the inclusion of simulation training programs in geriatric nursing study plans is necessary to train nursing students in the care of older people and to prepare them for real clinical practice.