The population of older adults in the United States is increasing and will require an increased number of nurses to provide care. Evidence suggests that there are biases, stereotypes, and myths associated with this population, which influence nursing students’ attitudes toward working with older adults. We aimed to assess the effect of an aging adult educational intervention on second-semester sophomore nursing students’ knowledge and attitudes toward older adults. This one-group pretest-posttest quasi-experimental design with qualitative questions was conducted at a college within the northeastern United States. Undergraduate second-semester sophomore nursing students, N = 35, were recruited using convenience sampling. The 80-minute intervention consisted of an existing aging adult module including readings, lecture, AI assignment, discussion, role-play, and video reflection. The Palmore’s Facts on Aging Quiz (FAQ) and Perspectives on Caring for Older Patients scales (PCOP) were used to assess participants’ knowledge and attitudes toward older adults. Data analysis used descriptive statistics and t-tests. Qualitative comments were analyzed for themes. There was a statistically significant increase in PCOP scores, pretest (M = 31.8, SD = 5.93), posttest (M = 34.86, SD = 5.78), t (34) = -5.67, p <.001. Statistically significant increase was noted in FAQ scores, pretest (M = 31.74, SD =2.99), posttest (M = 33.57, SD = 4.71), t (34) = -2.09, p = .004. Students mainly described older adults as wise, time consuming, and stubborn. They reported family stories, observation, and clinical experience as shaping their attitudes toward older adults. Findings suggest that an educational intervention targeted toward the aging adult population can significantly improve nursing students’ knowledge and attitudes toward older adults.
