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

Study Overview
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Brief Summary
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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.

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

Conditions
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Simulation Training, Elderly, Nursing Care

Intervention / Treatment
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* Other: simulation based learning


Participation Criteria
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Eligibility Criteria
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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

Ages Eligible for Study
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Minimum Age: 18 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Health Services Research
Intervention Model: Single Group Assignment
Interventional Model Description: pre-test and post-test semi-experimental design
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Study group<br>At the beginning, knowledge test, individualized care perception and attitude scale to the elderly will be applied to the participants in the pre-test. Then, 6-hour theoretical course on the care of the elderly patient will be given to the participants included in the study. After the theoretical course, the knowledge test will be re-applied. After that, experience will be provided within the scope of first, second and third level simulation-based learning, one week apart. After the simulation experiences knowledge test, individualized care perception and attitude scale to the elderly will be applied to the participants in the post-test 1. Post-tests will be administered in the first (Post-test 2) and third (Post-test 3) months of the simulation experience. | Other: simulation based learning<br>* An educational methodology that aims to improve participants' attitudes towards the elderly and their perception of individualized care.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change from attitudes towards the elderly at four months | Mean scores of the participants' on scale of attitude towards the elderly | 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) | 
| Change from perception of individualized care at four months | Mean scores of the participants on the scale of perception of individualized care for the elderly | 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) | 
| Change from knowledge test at four months | Mean scores of the participants' on scale of knowledge of care towards the elderly | 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) | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Simulation based learning, Elderly patient, nursing attitudes, Individualized care