Awakening Canadians to ageism: a study protocol

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dc.contributor.authorDahlke, Sherry
dc.contributor.authorHunter, Kathleen F.
dc.contributor.authorFox, Mary T.
dc.contributor.authorDavidson, Sandra
dc.contributor.authorPerry, Nicole
dc.contributor.authorWatts, Laura T.
dc.contributor.authorMartin, Lori S.
dc.contributor.authorButler, Jeffrey I.
dc.contributor.authorRaymond, Christy
dc.contributor.authorChasteen, Alison L.
dc.contributor.authorMcCleary, Lynn
dc.contributor.authorBoscart, Veronique
dc.contributor.authorMoody, Elaine
dc.date.accessioned2021-10-10T00:02:21Z
dc.date.available2021-10-10T00:02:21Z
dc.date.issued2021-10-09
dc.date.updated2021-10-10T00:02:21Z
dc.description.abstractAbstract Background Making fun of growing older is considered socially acceptable, yet ageist humour reinforces negative stereotypes that growing old is linked with physical and mental deterioration, dependence, and less social value. Such stereotypes and discrimination affect the wellbeing of older people, the largest demographic of Canadians. While ageism extends throughout professions and social institutions, we expect nurses—the largest and most trusted group of healthcare professionals—to provide non-ageist care to older people. Unfortunately, nurses working with older people often embrace ageist beliefs and nursing education programs do not address sufficient anti-ageism content despite gerontological nursing standards and competencies. Methods To raise awareness of ageism in Canada, this quasi-experimental study will be supported by partnerships between older Canadians, advocacy organizations, and academic gerontological experts which will serve as an advisory group. The study, guided by social learning theory, will unfold in two parts. In Phase 1, we will use student nurses as a test case to determine if negative stereotypes and ageist perceptions can be addressed through three innovative e-learning activities. The activities employ gamification, videos, and simulations to: (1) provide accurate general information about older people, (2) model management of responsive behaviours in older people with cognitive impairment, and (3) dispel negative stereotypes about older people as dependent and incontinent. In Phase 2, the test case findings will be shared with the advisory group to develop a range of knowledge mobilization strategies to dispel ageism among healthcare professionals and the public. We will implement key short term strategies. Discussion Findings will generate knowledge on the effectiveness of the e-learning activities in improving student nurses’ perceptions about older people. The e-learning learning activities will help student nurses acquire much-needed gerontological knowledge and skills. The strength of this project is in its plan to engage a wide array of stakeholders who will mobilize the phase I findings and advocate for positive perspectives and accurate knowledge about aging—older Canadians, partner organizations (Canadian Gerontological Nurses Association, CanAge, AgeWell), and gerontological experts.
dc.identifier.citationBMC Nursing. 2021 Oct 09;20(1):192
dc.identifier.doihttps://doi.org/10.1186/s12912-021-00713-0
dc.identifier.urihttp://hdl.handle.net/1880/114041
dc.identifier.urihttps://doi.org/10.11575/PRISM/45097
dc.language.rfc3066en
dc.rights.holderThe Author(s)
dc.titleAwakening Canadians to ageism: a study protocol
dc.typeJournal Article
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