Undergraduate nursing students' knowledge of and attitudes toward aging: comparison of context-based learning and a traditional program
| Autor: | Marjorie C. Anderson, Rene A. Day, Beverly A. Williams |
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| Rok vydání: | 2007 |
| Předmět: |
Program evaluation
Adult Male Aging Health Knowledge Attitudes Practice Attitude of Health Personnel media_common.quotation_subject education Gerontological nursing Context (language use) Nursing Methodology Research Education Alberta Semantic Differential Geriatric Nursing Surveys and Questionnaires Medicine Humans Longitudinal Studies Curriculum General Nursing Social influence media_common Aged Medical education business.industry Education Nursing Baccalaureate Problem-Based Learning Cross-Sectional Studies Nursing Education Research Problem-based learning Female Students Nursing Semantic differential Clinical Competence business Prejudice Program Evaluation |
| Zdroj: | The Journal of nursing education. 46(3) |
| ISSN: | 0148-4834 |
| Popis: | The purpose of this study was to investigate nursing students’ knowledge of and attitudes toward older adults in the first and fourth years of a baccalaureate program, following the introduction of a context-based learning (CBL) curriculum, and to compare the fourth-year CBL student findings to those of fourth-year students in the final year of the traditional, lecture-based baccalaureate program. The Facts on Aging Questionnaire was used to assess knowledge, and the Aging Semantic Differential was used to assess attitudes toward aging related to societal influences. Although there were differences in knowledge and attitudes between fourth-year CBL and fourth-year traditional students, the differences were not significant. These findings support earlier work that an integrated curriculum may not significantly improve knowledge of age-related changes nor positively influence attitudes that are already positive. The Reactions to Ageing Questionnaire was used to examine students’ attitudes toward personal aging. There was a significant positive increase in CBL students’ attitudes toward personal aging from the first to fourth years of the program. This suggests that CBL learning fosters an inner maturity toward personal aging. AUTHORS Received: August 25, 2003 Accepted: July 15, 2005 Dr. Williams is Associate Professor, Dr. Anderson was Associate Professor (retired), and Dr. Day is Professor and Associate Dean of Academic Planning and Undergraduate Programs, Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada. The authors thank Dr. Mahvash Salsali for the initial data entry and analyses and Wayne Day for completion of the data entry and analyses. Consultation with Dr. L. Gething facilitated interpretation of the findings on the Reactions to Ageing Questionnaire. Address correspondence to Beverly Williams, PhD, RN, Associate Professor, Faculty of Nursing, 3rd Floor Clinical Sciences Building, University of Alberta, Edmonton, Alberta, Canada T6G 2G3; e-mail: beverly.williams@ualberta.ca. |
| Databáze: | OpenAIRE |
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