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Ageing simulation in health and social care education: A mixed methods systematic review
Charlotte Eost-Telling1, Paul Kingston1, Louise Taylor2
1Centre for Ageing and Mental Health, Faculty of Health and Social Care, University of Chester, Chester, UK.
Aim:
To identify, evaluate and summarize evidence from qualitative, quantitative and mixed method studies conducted using age suits or other age simulation equipment, with health and social care students.
Design:
Convergent segregated mixed method review design as outlined by the Johanna Briggs Institute.
Data Sources:
CINAHL (+ with Full Text), MEDLINE, PsycINFO, PubMed, SocINDEX, Web of Science, Cochrane Library, Emerald Insight, Proquest nursing, Science Direct, Wiley Online and BioMed Central (January 2000-January 2020).
Review Methods:
Convergent segregated synthesis was used to synthesize evidence from the studies and the MERSQI checklist used to appraise quality.
Results:
A total of 23 studies were reviewed: one randomized control, two post-test only randomized control, three quasi-experimental, 15 one-group pre/post studies and two qualitative studies. Of the seventeen studies carrying out inferential statistics on attitude scores post intervention, 11 reported an improvement, three indicated no significant change and three reported worsening scores. Key themes included use of appropriate scales, type of equipment used, location and length of interactions, debriefing and contextualization of interventions in broader teaching.
Conclusion:
The impact of ageing simulation interventions on health and social care student's attitudes to older people was predominantly positive. However, further high-quality research is warranted to understand the optimal use of such interventions in the context of health care for a growing ageing population.
Impact:
It is important health and social care staff have appropriate knowledge and training to enable them to provide high-quality care to older people and challenge potential ageism in the system. This review adds to the body of work around the use of simulation and experiential learning to educate health and social care students about ageing and ageism. It also offers recommendations for using ageing simulations effectively to inform attitudes of prospective professionals who will influence future health and social care.
