| 1. |
- Aljezawi, M, et al.
(författare)
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The effect of a curricular education on nursing students' knowledge of and attitudes toward people living with dementia : a quasi-experiment
- 2023
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Ingår i: Educational Gerontology. - : Routledge. - 0360-1277 .- 1521-0472. ; , s. 9
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Tidskriftsartikel (refereegranskat)abstract
- The number of individuals with dementia is on the rise, highlighting the need to create effective educational methods that can improve nursing students’ understanding and attitude toward this group of people who require special care. Explore the effectiveness of introducing a new curricular course in improving nursing students’ knowledge of and attitudes toward people living with dementia and the provision of care for them. A pretest – posttest quasi-experimental design was used. After the introduction of dementia lectures, both study groups had a significant improvement in knowledge and attitude toward people living with dementia (P ≤ .05). Adding clinical experience did not significantly enhance knowledge. It improved attitudes, but the result was not statistically significant (P > .05). The introduction of a new curricular course had a positive impact on the knowledge of and attitudes of nursing students toward people living with dementia. These findings emphasize the importance of incorporating dementia-focused education to enhance the quality of care provided by future nursing professionals.
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| 2. |
- Barbabella, Francesco, 1984-, et al.
(författare)
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Launching an interdisciplinary “International Summer School on Ageing” (ISSA) : Aims, methodology and outcomes
- 2016
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Ingår i: Educational gerontology. - : Informa UK Limited. - 0360-1277 .- 1521-0472. ; 42:4, s. 253-264
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Tidskriftsartikel (refereegranskat)abstract
- Despite the increasing availability of gerontological training programmes, knowledge of theircontents, characteristics, methods and outcomes remains limited. However, the transitionfrom multidisciplinarity to interdisciplinary orientations is now fundamental to such training,providing participants from diverse academic orientations and professional backgrounds withopportunities to interact ‘across boundaries’. In response to recommendations of the EUFuturage Road Map for European Ageing Research (2011) concerning training and careerdevelopmentneeds of future cohorts of practitioners and scholars in aging, an InternationalSummer School on Ageing (ISSA) was developed in 2012. Its aim was to initiate the practicalimplementation of some of the capacity building goals identified by Futurage. The design andstructure of the ISSA was informed by the experience of Canada’s Summer Programme inAgeing - run by the Institute of Aging of the Canadian Institutes of Health Research – and bythe cross-border academic training activities organized by Lund University (Sweden) inScandinavian countries. As Italy has lacked a tradition of comprehensive, interdisciplinarytraining programmes in gerontology, the Italian National Institute of Health and Science onAgeing undertook to launch the inaugural ISSA. In this article, the core aims andmethodology of the ISSA are presented, together with an analysis of its main outcomes, asmeasured by participant evaluations. These are discussed in the context of internationaldebate on this topic.
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| 3. |
- Bjursell, Cecilia, 1970-, et al.
(författare)
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Education level explains participation in work and education later in life
- 2017
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Ingår i: Educational gerontology. - : Taylor & Francis. - 0360-1277 .- 1521-0472. ; 43:10, s. 511-521
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Tidskriftsartikel (refereegranskat)abstract
- A prolonged working life is crucial for sustaining social welfare and fiscal stability for countries facing ageing populations. The group of older adults is not homogeneous; however, differences within the group may affect the propensity to continue working and to participate in continuing education. The aim of this paper is to explore how participation in work and education vary with gender, age, and education level in a sample of older adults. The study was performed in Sweden, a context characterized by high female labour-market-participation rates and a high average retirement age. The participants were 232 members of four of the major senior citizens? organizations. We found no differences in participation in work and education based on gender. People older than 75 years were found to be as active as people 65?75 years old in education, but the older group worked less. There were positive associations between education level and participation in both work and education. Hence, this study implies that socio-economic inequalities along these dimensions are widened later in life. This highlights the importance of engaging workers with lower education levels in educational efforts throughout life. It also emphasizes the need for true lifelong learning in society.
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| 4. |
- Bouwmeester Stjernetun, Björn, doktorand, 1983-, et al.
(författare)
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Effects of an age suit simulation on nursing students’ perspectives on providing care to older persons - an education intervention study
- 2024
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Ingår i: Educational gerontology. - : Taylor & Francis Group. - 0360-1277 .- 1521-0472. ; 50:3, s. 240-253
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Tidskriftsartikel (refereegranskat)abstract
- Nursing students are important future health care providers to the growing number of older persons in society. However, two barriers are their common ageist attitudes and lack of interest in geriatrics. This is a concern in light of the global demand for nurses and a challenge that need to be addressed in nurse education. Age suit simulation has been shown to affect the attitudes of students toward older persons, but the important context of home is often missing from studies. Accordingly, the present study employed a quantitative approach with the goal of investigating the effects of aging simulation with an age suit in a home context as a part of experiential learning among second-year nursing students. The age simulation allowed the students to experience both specific and common health problems from the patient’s point of view in a controlled environment and a relevant context: the home. Data were collected using a questionnaire in a quasi-experimental pretest – posttest design with a control group. Results showed that the intervention had a positive effect on various aspects of the nursing students’ perspectives on caring for older persons. Work experience was associated with more positive attitudes. The control group was more negative toward geriatrics as a career choice than the intervention group. In conclusion, age suit simulation can be an innovative part of nurse education because it raises awareness and understanding of the health challenges of older persons, which are important in combating ageism among future nurses.
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| 5. |
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| 6. |
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| 7. |
- Gustafsson, Christine, 1967-, et al.
(författare)
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Different Cultures but Similar Positive Attitudes: A Comparison between Thai and Swedish Nursing Students' Attitudes toward Older People
- 2013
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Ingår i: Educational gerontology. - : Informa UK Limited. - 0360-1277 .- 1521-0472. ; 39:2, s. 92-102
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Tidskriftsartikel (refereegranskat)abstract
- The proportion of elderly people in the world’s population is growing. Thailand and Sweden have disparate cultural traditions of caring for older people, though both countries are facing a larger population of older people. Sweden and Thailand are involved in several cooperative projects and exchange programs for nursing students in this area, raising the questions of if and how the different cultures of gerontological care influence students’ attitudes in the issue. The aim of the study was to compare Swedish and Thai nursing students’ attitudes towards older people. A convenience sample of 241 Thai nursing students and 299 Swedish nursing students participated in the study. The Kogan’s Old People Scale, a 34-item questionnaire, was used in this research. The questionnaire consists of 17 positive (OP+) statements and 17 negative (OP-) statements and uses a Likert scale. Concerning attitudes towards older people, there was no significant difference in Swedish and Thai students’ positive scores in the distribution across the groups. In contrast, these students did differ on negative scores across countries (p.001). This was understood to be related to age; the Swedish students’ higher age was positively associated with their positive attitudes; as the age increased, the students’ scores were also higher. Attitudes towards older people are not only influenced by cultural values, norms, and social structures, they also have a foundation in gerontological knowledge and experiences. Education addressing cultural awareness of negative ageism should be incorporated into all aspects of education, not just gerontological courses.
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| 8. |
- Hachem, Hany, 1987-, et al.
(författare)
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Putting educational gerontology principles to the test : A quantitative confirmation of the empowering benefits of liberal arts courses
- 2020
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Ingår i: Educational gerontology. - : Routledge. - 0360-1277 .- 1521-0472. ; 46:10, s. 653-665
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Tidskriftsartikel (refereegranskat)abstract
- The humanist and critical principles of educational gerontology attribute different goals to education in later life. Self-Actualization is the goal of humanist educational gerontology, while empowerment, emancipation, and social change are the goals of critical educational gerontology. Liberal arts education is dominant in later-life learning. Both the humanist and the critical philosophies of learning in older age claim that this type of education is not empowering. Empowerment is a contested concept that has been defined through a set of constructs ranging from psychological capacities to attitudes and behaviors. In terms of capital, empowerment translates into gains in identity and social capital, operationalized in the variablesagencyandsocial and civic participation, respectively. The present study investigated the empowering potential of liberal arts courses using the BeLL survey data of 7,338 adult learners. Through a series of ANOVAs and a regression model, we found that age, gender, educational attainment, the number of courses, and changes in agency are significantly associated with changes in social and civic participation. We concluded that liberal arts education does empower adult learners, especially older adults, women, and individuals with lower educational attainment. Given that goal-related claims in the principles of educational gerontology have been empirically challenged, we recommend a new statement of principles that takes into account the latest developments in the field, as well as learners' agential capacities and the structural inequalities they face.
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| 9. |
- Hedegaard, Joel, 1979-, et al.
(författare)
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Inclusion through Folk High School courses for senior citizens
- 2020
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Ingår i: Educational gerontology. - : Taylor & Francis Group. - 0360-1277 .- 1521-0472. ; 46:2, s. 84-94
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Tidskriftsartikel (refereegranskat)abstract
- The increasing proportion of senior citizens in the population places new demands on the existing welfare system, in terms of the delivery of social services, but also with respect to democratic issues such as ‘inclusion’ and ‘participation.’ Participation in adult education offers a context where senior citizens can be included in society, experience meaningfulness, and even create the conditions for their own well-being. In Sweden, there exist formal adult education systems that have enjoyed more success than others with respect to attracting groups of senior citizens who traditionally have not participated in the same degree in this domain. The Folk High School is one such educational system. The purpose of this article is to provide a description of how Folk High School senior courses are organized and what role the courses that are offered there play in the participants’ lives with respect to meaningfulness, their well-being, and life-long learning. Eight focus group interviews with 33 participants were conducted at eight different Folk High Schools in southern Sweden. The results of this study indicate that Folk High Schools’ senior courses are organized together with the participants and in such a manner that interaction with participants from other courses is made possible. This interaction gives rise to an unpretentious- and, in a broad sense, an intercultural learning experience. The participants experience this as meaningful, and as something which impacts on their quality of life in a positive manner. Furthermore, it plays an important function in the participants’ continued life-long learning.
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| 10. |
- Hultqvist, Sara, 1977-
(författare)
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The participatory turn in Swedish ageing research : Productive interactions as learning and societal impact
- 2021
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Ingår i: Educational gerontology. - : Taylor & Francis. - 0360-1277 .- 1521-0472. ; 47:11, s. 514-525
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Tidskriftsartikel (refereegranskat)abstract
- Collaboration between academia and actors outside academia (AOAs) has been proclaimed as a way for society to confront challenges in different fields. This ‘participatory imperative’ is anchored in EU research policy. The paper explores the participatory imperative in contemporary Swedish aging research. Three kinds of motives for participatory research as a way to societal impact emerged in the social voices of researchers granted money and AOAs with experience of participating in research. Participatory research was a suitable research method for certain types of research objectives, an answer to AOAs’ outspoken needs for new knowledge and a result from the interviewee’s double identity as a clinician and a researcher. Moreover, four types of activities were talked of. Participatory research was described as dissemination of results, as commissioned work, as joint action and as education. The paper closes by promoting a synergistic approach where collaboration is enacted within already existing infrastructures of research and education. Scholars are encouraged to integrate collaboration with AOAs in their daily work as teachers and researchers. By doing so, new constellations of actors will emerge; constellations that are equipped to tackle real-world issues in new ways.
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