An exploration of knowledge of students and staff at residential aged care facilities and implications for nursing education

Advances in healthcare have contributed to population longevity with many older adults living with complex comorbidities, including those in residential aged care facilities (RACFs). Nursing staff require knowledge of gerontology, normal ageing processes and expected physiological, psychosocial, function and cognitive changes in addition to health promotion in order to provide individualised care. The complexity inherent in the medical, palliative and basic care needs of the residents makes RACFs excellent places for learning for undergraduate student nurses who undertake clinical placement as part of a Bachelor of Nursing course. Previous research has identified that knowledge of care staff is relatively poor. To explore the knowledge and misconceptions of ageing among first year undergraduate nursing students and aged care staff facilitating a placement during a clinical learning experience. Descriptive cross-sectional design. Three clinical RACFs in Australia. First year nursing students and staff of three different RACFs. Pre and post-test clinical placement surveys. Students and staff completed Palmore's Facts on Ageing Quiz, a 25-item tool to assess knowledge and attitudes of ageing, before commencing the clinical placement and on the last day of a two week placement. Physiological questions were answered correctly. A knowledge deficit was evident from a sociological perspective. Negative attitudes have been found to devalue care and can directly affect the quality of practice in an undesirable way, forming a barrier to effective and therapeutic relationships with older adults, potentially impacting on patient care. From an education provider perspective, the inclusion of activities to enrich the learning activities of nurses within RACF- inclusive of reflective activities and guidance from an expert clinical facilitator - may assist in dispelling negative attitudes and stereotypes of the older adult and increase recognition of the value of working with older adults. •Misconceptions of the older adult were related to sociological aspects of ageing.•Stereotyping older adults devalues care and affects the quality of practice.•Education should focus on learning strategies that promote a positive view of the older adult.