Introduction: The increasing number and proportion of the elderly population is a global phenomenon that presents numerous challenges, including the provision of healthcare services and elderly care. Slovenia is no exception, as the proportion of older adults in the population is also rising, placing additional strain on existing healthcare and social systems. In response to the growing demand for various elderly care services, it is crucial to ensure a sufficient number of professionally trained personnel. Aging simulation tools represent an active learning method that may enhance students' preparedness to work with the elderly. Purpose: The aim of this master’s thesis research is to examine how the use of an aging simulation tool affects nursing students’ knowledge of age-related disease symptoms and their understanding of the needs of older adults. Methods: A quasi-experimental approach was used, involving surveys conducted before and after an intervention that included learning with an aging simulation tool. This tool enables students to experience the symptoms of certain diseases and limitations associated with aging. A total of 86 undergraduate nursing students voluntarily and anonymously participated in the study. The students tested various devices simulating age-related impairments in vision, mobility, hearing, and motor skills. We compared the number of correct responses and listed terms before and after the intervention to assess the impact of this active learning method on students’ knowledge and understanding. The data were analyzed using a combination of quantitative and qualitative statistical methods. Results: Following the intervention, the number of correctly identified symptoms increased significantly across all conditions. Before the intervention, the proportion of correct responses for diabetic retinopathy and cataracts was slightly below 60 %, and only 26.2 % for retinitis pigmentosa. After the intervention, the proportion of correct answers for all conditions rose above 84 %. The number of terms related to motor and sensory limitations of the elderly also increased significantly for all assessed functions. For mobility, the p-value was at the threshold of significance (p = 0.05). Students also reported a higher perceived frequency of elderly individuals experiencing difficulties in these areas after the intervention. Discussion and conclusion: Active learning through simulation effectively improves nursing students’ knowledge of disease symptoms and their understanding of older adults. It would be advisable to consider integrating aging simulation tools into the nursing curriculum and monitor the long-term effects of this educational approach.
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