2.50
Hdl Handle:
http://hdl.handle.net/10755/621449
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Attitudes Toward the Elderly Among Pre-Licensure Nursing Students
Author(s):
Mackey, Maria E.
Lead Author STTI Affiliation:
Chi Alpha
Author Details:
Maria E. Mackey, DNP, RN, CNE, Professional Experience: 2007-present – Instructor, St. Luke’s University Health Network, Bethlehem, PA Responsible for the development and implementation of Fundamentals nursing course in both theory and clinical settings (2009-present) 2012-present – Clinical Examiner, Excelsior College, Albany, NY Responsible for proctoring students during their Clinical Performance Nursing Examination. Contributing author in various nursing educational resources. Author Summary: This presenter has been in academia for the past 10 years in various educational settings. From a clinical instructor in a bachelors program, to a course coordinator in a diploma program, to an adjunct in an online associates program. This presenter seeks to improve nursing education not only through personal development, but by advocating for strategies that will enhance the students experience.
Abstract:

Purpose:

In the United States, the baby-boomers of yesteryear are emerging as today and tomorrow’s elderly population. Given this fact, health care is faced with the challenge of providing safe, quality, and compassionate care to this ageing population. According to the U.S. Census Bureau (2014), in 2010 the population of elderly (identified as 65 and older) accounted for 13.1% of the U.S. population. The U.S. Census Bureau (2014) projects that in the year 2030, the population of elderly in the U.S. will nearly double to 20.3%, and will sustain through 2060 with a projected elderly population of 20.9%. While projections are only estimates of what is to come and not definitive, it is important that health care providers be prepared to address the needs of this identified patient population. The ageing process leads to physiological, functional, cognitive and psychosocial changes; however, these changes do not suggest that ageing predictably leads to disability and dependence (Potter & Perry, 2013). Inevitably, with age-related changes individuals make assumptions and assign labels to the elderly population based on preconceived notions and inaccurate beliefs. As identified by the U.S. Department of Health and Human Services (2013), unrealistic perceptions of ageing can, and do, negatively impact the physical and mental health of the elderly. When living in an ageist society, health care professionals are often unaware of how stereotypes of ageing mold perceptions of the elderly. Perceptions become reality, and the only way to change perceptions is to create a new reality with increased sensitivity and improved attitudes. The purpose of this study was to investigate student nurses’ attitudes toward the elderly after receiving gerontology specific education, in a diploma nursing program, in the Northeastern United States.

Methods:

With the increased number of elderly needing healthcare and concerns of ageist attitudes towards the elderly, pre-licensure student nurses need to have a better understanding of this patient population and the implications of providing biased care. Research indicates that there are multiple variables that help form attitudes about the elderly, and the positive influence of education. This study implemented a non-experimental Single Group Before-After study design. Using Kogan’s (1961) Attitudes Towards Old People (ATOP) scale, this project surveyed attitudes of pre-licensure diploma level nursing students, in a mixed rural and urban setting of the Northeastern U.S.. Surveys were conducted both before and after the completion of a seven-week gerontology specific course, guided by Miller’s (1990) Functional Consequences Theory for Promoting Wellness in Older Adults. Using an independent-samples t-test, before gerontology ATOP total scores were compared to after gerontology ATOP total scores to determine if the gerontology specific education improved student nurses’ attitudes toward the elderly.

Results:

Results of the independent-samples t-test revealed that there was no significant difference in scores for before (M = 124.88, SD = 8.47) and after (M = 123.55, SD = 9.73; t (26) = .39, p = .7, two-tailed). Mean differences were 1.34 (95% CI: -5.8 to 8.48). The magnitude of the effect on group difference in the overall mean scores was determined using eta squared and demonstrated a very small effect at η 2 = .006. The results of this project demonstrated no significant difference in scores for before and after, suggesting that the intervention of gerontology specific education had no impact as a strategy to improve student attitudes.

Conclusion:

With no significant difference in scores for before and after surveys, the implication is that the intervention of gerontology education had no impact as a strategy to improve student attitudes. The lack of improvement may have been a result of students already having positive attitudes. Or, the results may have failed to demonstrate an improvement in student attitudes after gerontology education, because the sample size may have been too small to capture a change that may have occurred with a larger sample size. Nonetheless, this study provided a means to objectively measure student attitudes and provided objective data that may or may not be captured, in the classroom and clinical learning environments.

Keywords:
Gerontology Education; Pre-licensure Nursing Program; Student Attitudes
Repository Posting Date:
7-Jun-2017
Date of Publication:
7-Jun-2017
Other Identifiers:
INRC17PST637
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleAttitudes Toward the Elderly Among Pre-Licensure Nursing Studentsen_US
dc.contributor.authorMackey, Maria E.en
dc.contributor.departmentChi Alphaen
dc.author.detailsMaria E. Mackey, DNP, RN, CNE, Professional Experience: 2007-present – Instructor, St. Luke’s University Health Network, Bethlehem, PA Responsible for the development and implementation of Fundamentals nursing course in both theory and clinical settings (2009-present) 2012-present – Clinical Examiner, Excelsior College, Albany, NY Responsible for proctoring students during their Clinical Performance Nursing Examination. Contributing author in various nursing educational resources. Author Summary: This presenter has been in academia for the past 10 years in various educational settings. From a clinical instructor in a bachelors program, to a course coordinator in a diploma program, to an adjunct in an online associates program. This presenter seeks to improve nursing education not only through personal development, but by advocating for strategies that will enhance the students experience.en
dc.identifier.urihttp://hdl.handle.net/10755/621449-
dc.description.abstract<p><strong>Purpose:</strong></p> <p>In the United States, the baby-boomers of yesteryear are emerging as today and tomorrow’s elderly population. Given this fact, health care is faced with the challenge of providing safe, quality, and compassionate care to this ageing population. According to the U.S. Census Bureau (2014), in 2010 the population of elderly (identified as 65 and older) accounted for 13.1% of the U.S. population. The U.S. Census Bureau (2014) projects that in the year 2030, the population of elderly in the U.S. will nearly double to 20.3%, and will sustain through 2060 with a projected elderly population of 20.9%. While projections are only estimates of what is to come and not definitive, it is important that health care providers be prepared to address the needs of this identified patient population. The ageing process leads to physiological, functional, cognitive and psychosocial changes; however, these changes do not suggest that ageing predictably leads to disability and dependence (Potter & Perry, 2013). Inevitably, with age-related changes individuals make assumptions and assign labels to the elderly population based on preconceived notions and inaccurate beliefs. As identified by the U.S. Department of Health and Human Services (2013), unrealistic perceptions of ageing can, and do, negatively impact the physical and mental health of the elderly. When living in an ageist society, health care professionals are often unaware of how stereotypes of ageing mold perceptions of the elderly. Perceptions become reality, and the only way to change perceptions is to create a new reality with increased sensitivity and improved attitudes. The purpose of this study was to investigate student nurses’ attitudes toward the elderly after receiving gerontology specific education, in a diploma nursing program, in the Northeastern United States.</p> <p><strong>Methods:</strong></p> <p>With the increased number of elderly needing healthcare and concerns of ageist attitudes towards the elderly, pre-licensure student nurses need to have a better understanding of this patient population and the implications of providing biased care. Research indicates that there are multiple variables that help form attitudes about the elderly, and the positive influence of education. This study implemented a non-experimental Single Group Before-After study design. Using Kogan’s (1961) Attitudes Towards Old People (ATOP) scale, this project surveyed attitudes of pre-licensure diploma level nursing students, in a mixed rural and urban setting of the Northeastern U.S.. Surveys were conducted both before and after the completion of a seven-week gerontology specific course, guided by Miller’s (1990) Functional Consequences Theory for Promoting Wellness in Older Adults. Using an independent-samples t-test, before gerontology ATOP total scores were compared to after gerontology ATOP total scores to determine if the gerontology specific education improved student nurses’ attitudes toward the elderly.</p> <p><strong>Results:</strong></p> <p>Results of the independent-samples t-test revealed that there was no significant difference in scores for before (M = 124.88, SD = 8.47) and after (M = 123.55, SD = 9.73; t (26) = .39, p = .7, two-tailed). Mean differences were 1.34 (95% CI: -5.8 to 8.48). The magnitude of the effect on group difference in the overall mean scores was determined using eta squared and demonstrated a very small effect at η 2 = .006. The results of this project demonstrated no significant difference in scores for before and after, suggesting that the intervention of gerontology specific education had no impact as a strategy to improve student attitudes.</p> <p><strong>Conclusion:</strong></p> <p>With no significant difference in scores for before and after surveys, the implication is that the intervention of gerontology education had no impact as a strategy to improve student attitudes. The lack of improvement may have been a result of students already having positive attitudes. Or, the results may have failed to demonstrate an improvement in student attitudes after gerontology education, because the sample size may have been too small to capture a change that may have occurred with a larger sample size. Nonetheless, this study provided a means to objectively measure student attitudes and provided objective data that may or may not be captured, in the classroom and clinical learning environments.</p>en
dc.subjectGerontology Educationen
dc.subjectPre-licensure Nursing Programen
dc.subjectStudent Attitudesen
dc.date.available2017-06-07T15:10:36Z-
dc.date.issued2017-06-07-
dc.date.accessioned2017-06-07T15:10:36Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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