https://orcid.org/0000-0002-6983-3161
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ABSTRACT
The rapidly aging population and the increasing number of chronic and degenerative diseases associated with aging have led to a rise in demand for aptly trained health-care professionals to address the changing needs of the aging population. However, there is a drastic shortage of health-care professionals in geriatric care as the challenge to attract younger generations into geriatrics and gerontology continues. To this end, experiential learning – an engaged learning process where students learn by doing and reflecting upon those experiences – may lead to better applied knowledge, skills, competence, and interest regarding care for older adults. This study examines experiential learning in the form of a “Living Lab” – a field-based practicum education model – and how it promotes student learning in terms of interaction with, and knowledge and attitudes about, geriatric inpatients living with mental health conditions in a specialty psychiatric hospital in Canada. Using qualitative narrative inquiry, we explored students’ (n = 14) experiences of participating in a Living Lab. Three interconnected themes were identified and collectively suggested that participation in the Living Lab improved student self-efficacy, knowledge, and skills to work with the geriatric population. It also helped reshape student attitudes toward this population.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Supplementary Material
Supplemental data for this article can be accessed online at https://doi.org/10.1080/02701960.2022.2150843
Correction Statement
This article has been corrected with minor changes. These changes do not impact the academic content of the article.