E-learning modules to enhance student nurses’ perceptions of older people: a single group pre-post quasi-experimental study

Abstract

Abstract Objectives To examine whether e-learning activities on cognitive impairment (CI), continence and mobility (CM) and understanding and communication (UC) improve student nurses’ knowledge and attitudes in the care of older adults. Methods A quasi-experimental single group pre-post-test design was used. We included 299 undergraduate nursing students for the CI module, 304 for the CM module, and 313 for the UC module. We administered knowledge quizzes, Likert scales, and a feedback survey to measure student nurses’ knowledge, ageist beliefs, and feedback on the modules respectively. Results Participants demonstrated significantly more knowledge and reduced ageist attitudes following the e-learning activities. Conclusions Findings suggest that e-learning activities on cognitive impairment, continence and mobility, and understanding and communication improve knowledge and reduce ageist attitudes among nursing students.