Abstract
Background: Given the aging population, addressing specific communication needs in geriatric care is crucial in healthcare education. Traditional approaches often lack practical interaction, focusing instead on theoretical content.
Objectives: This study tests a newly developed digital material using a blended learning model that combines online and in-person components to improve students' communication skills.
Methodology: Using an experimental design, students were divided into two groups—an experimental group using digital materials and a control group using traditional learning methods. Both groups completed older adult communication modules, with assessments conducted pre- and post-study. Key outcomes measured included knowledge of aging, attitudes toward older adults, willingness to serve, communication skills, and motivation.
Key Findings: Both groups showed improvements across several metrics, though significance varied. Knowledge of aging saw slight, non-significant increases; the experimental group’s score rose from 64.83 to 65.40 (p=0.67), and the control group’s from 62.30 to 63.05 (p=0.65). Attitude scores toward aging also improved modestly, with the experimental group increasing from 145.14 to 149.26 (p=0.15) and the control group from 149.40 to 152.70 (p=0.17). Self-assessed communication skills improved significantly, with the experimental group rising from 146.49 to 154.02 (p=0.01) and the control group from 144.77 to 149.85 (p=0.01), indicating the blended model’s effectiveness. Feedback from older adults rated students highly in adaptability when clarifying communication (mean = 5.60, SD = 0.55) and appropriate expression (mean = 5.53, SD = 0.55), with listening skills rated highest (mean = 5.62, SD = 0.54). Overall satisfaction was high, with a mean rating of 5.60 (SD = 0.55), underscoring the model’s impact.
Conclusion: This blended learning model effectively improved students’ communication abilities with older adults, as shown by positive self-assessments and feedback from older adults. While changes in knowledge and attitudes were minor, the impact on communication skills was clear, underscoring this model’s value in preparing healthcare students for geriatric care.
Notes
References:
1. Torkshavand G, Khatiban M, Soltanian AR. Simulation-based learning to enhance students' knowledge and skills in educating older patients. Nurse Educ Pract. 2020;42:102678.
2. Bowling H, Murray L, Eichler T, Usher B, Fennimore L. Connecting nursing students and older adults: an intergenerational service-learning experience. Nurse Educ. 2022;47(1):56-61.
3. Cortés-Rodríguez AE, Roman P, López-Rodríguez MM, Fernández-Medina IM, Fernández-Sola C, Hernández-Padilla JM. Role-play versus standardised patient simulation for teaching interprofessional communication in care of the elderly for nursing students. Healthcare (Basel). 2021;10(1):46.
4. Liu JYW, Mak PY, Chan K, et al. The effects of immersive virtual reality–assisted experiential learning on enhancing empathy in undergraduate health care students toward older adults with cognitive impairment: multiple-methods study. JMIR Med Educ. 2024;10.
5. Jack K, Ridley C, Turner S. Effective communication with older people. Nurs Older People. 2024;36(3).
6. Martínez-Arnau FM, López-Hernández L, Castellano-Rioja E, Botella-Navas M, Pérez-Ros P. Interventions to improve attitudes toward older people in undergraduate health and social sciences students: a systematic review and meta-analysis. Nurse Educ Today. 2022;110:105269.
7. Gutierrez-Puertas L, Marquez-Hernandez VV, Gutierrez-Puertas V, Granados-Gamez G, Aguilera-Manrique G. Educational interventions for nursing students to develop communication skills with patients: a systematic review. Int J Environ Res Public Health. 2020;17(7):2241.
Sigma Membership
Lambda Beta at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Virtual Learning, Public and Community Health, Blended Learning, Nursing Students, Older Adults, Aged
Recommended Citation
Tzeng, Ya-Ling; Teng, Yu-Kuei; and Ho, Mei-Chen, "Effectiveness of Blended Learning in Enhancing Nursing Students' Communication With Older AdultsEffectiveness of Blended Learning in Enhancing Nursing Students' Communication With Older Adults" (2025). International Nursing Research Congress (INRC). 134.
https://www.sigmarepository.org/inrc/2025/posters_2025/134
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Effectiveness of Blended Learning in Enhancing Nursing Students' Communication With Older AdultsEffectiveness of Blended Learning in Enhancing Nursing Students' Communication With Older Adults
Seattle, Washington, USA
Background: Given the aging population, addressing specific communication needs in geriatric care is crucial in healthcare education. Traditional approaches often lack practical interaction, focusing instead on theoretical content.
Objectives: This study tests a newly developed digital material using a blended learning model that combines online and in-person components to improve students' communication skills.
Methodology: Using an experimental design, students were divided into two groups—an experimental group using digital materials and a control group using traditional learning methods. Both groups completed older adult communication modules, with assessments conducted pre- and post-study. Key outcomes measured included knowledge of aging, attitudes toward older adults, willingness to serve, communication skills, and motivation.
Key Findings: Both groups showed improvements across several metrics, though significance varied. Knowledge of aging saw slight, non-significant increases; the experimental group’s score rose from 64.83 to 65.40 (p=0.67), and the control group’s from 62.30 to 63.05 (p=0.65). Attitude scores toward aging also improved modestly, with the experimental group increasing from 145.14 to 149.26 (p=0.15) and the control group from 149.40 to 152.70 (p=0.17). Self-assessed communication skills improved significantly, with the experimental group rising from 146.49 to 154.02 (p=0.01) and the control group from 144.77 to 149.85 (p=0.01), indicating the blended model’s effectiveness. Feedback from older adults rated students highly in adaptability when clarifying communication (mean = 5.60, SD = 0.55) and appropriate expression (mean = 5.53, SD = 0.55), with listening skills rated highest (mean = 5.62, SD = 0.54). Overall satisfaction was high, with a mean rating of 5.60 (SD = 0.55), underscoring the model’s impact.
Conclusion: This blended learning model effectively improved students’ communication abilities with older adults, as shown by positive self-assessments and feedback from older adults. While changes in knowledge and attitudes were minor, the impact on communication skills was clear, underscoring this model’s value in preparing healthcare students for geriatric care.
Description
This study addresses the need for effective communication skills with older adults in healthcare, combining digital and in-person learning to enhance abilities among students. Findings indicate significant improvements in communication skills, supported by positive self-assessments and feedback from older adults. This blended learning model offers a promising approach to preparing healthcare professionals for geriatric care.