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Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing
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Changing negative stereotypes regarding aging in undergraduate nursing students
C M Sarabia-Cobo1, C Castanedo Pfeiffer1
1University of Cantabria, Spain.
Nurse Education Today
|June 28, 2015
Summary
A nursing course significantly reduced negative stereotypes about aging among third-year students. This training is crucial for improving elder care and combating ageism in healthcare.
Area of Science:
- Gerontology
- Nursing Education
- Social Psychology
Background:
- Negative stereotypes about aging are prevalent among healthcare professionals.
- Third-year nursing students often hold misconceptions about aging despite clinical experience.
Purpose of the Study:
- To evaluate the impact of an Aging Nursing course on modifying stereotypes and myths related to aging.
- To assess changes in nursing students' perceptions of aging before and after the intervention.
Main Methods:
- A within-subject repeated-measures descriptive study design was employed.
- The Negative Stereotypes Questionnaire about Aging (CENVE) was administered pre- and post-intervention.
- Paired Student's t tests were used for statistical analysis.
Main Results:
- Overall negative stereotypes decreased from 62.0% pre-intervention to 12.3% post-intervention.
- Significant reductions were observed across health (63.5% to 9.2%), motivation/social (43.1% to 4.9%), and character-personality (58.3% to 3.8%) factors.
- All observed differences were statistically significant.
Conclusions:
- The Aging Nursing course effectively modified negative stereotypes toward aging in nursing students.
- Even with prior clinical exposure, third-year students exhibited high levels of ageism.
- Enhanced professional training is vital for delivering quality care and eradicating ageism in healthcare systems.
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