What type of study is this?

This is a Experimental Study study.

September 30, 2025Open Access

Bridging Generations in Psychiatric Long-Term Care Education: Evaluating a Youth–Elder Co-Learning Model to Enhance Communication and Empathy (Preprint)

KCKe‐Hsin ChuehFu Jen Catholic University

Key Points

Students reported high satisfaction rates between 92.4% and 95.3%, reflecting strong engagement with the learning model.
Significant improvements were observed in peer-assessed professional knowledge, communication competence, and empathy during the course.
An instructional intervention utilized assessments at multiple time points to measure students' learning outcomes effectively.
The study highlights the potential value of intergenerational learning models in enhancing essential skills for long-term care education.

Abstract

BACKGROUND Taiwan is projected to become a "super-aged" society by 2025, with over 20% of its population aged 65 and above, leading to a rising demand for professional care services for older adults with mental health issues. Students in long-term care (LTC) programs need to be well-equipped with psychiatric knowledge, communication skills, and empathy. This study introduces an innovative intergenerational learning model, "Youth-Elder Co-Learning" (YECL), designed to foster mutual understanding and respect between generations. OBJECTIVE The aim of this study was to evaluate the effectiveness of the YECL approach in enhancing students' professional knowledge, communication competence, and empathy towards community psychiatric LTC, while also exploring their learning outcomes and satisfaction. METHODS An instructional intervention was implemented with students enrolled in an elective course at a private university. Assessment tools included the Knowledge of Community Mental Health LTC Scale, the Communication Competency Scale, and the Scale of Empathy, with self-assessments at pre-, mid-, and post-course time points. Peer evaluations were conducted during midterm and final stages, and a Course Student Feedback Survey was administered at the end of the semester. RESULTS Students reported high satisfaction rates, ranging from 92.4% to 95.3%. Statistically significant improvements were observed in peer-assessed professional knowledge, communication competence, and empathy, as well as in self-assessed communication competence. However, self-assessed professional knowledge and empathy did not show statistically significant improvement, indicating a potential gap between internal perception and external performance. CONCLUSIONS The YECL model demonstrated positive effects in improving peer-evaluated professional knowledge, communication competence, and empathy, and self-assessed communication competence within a community psychiatric LTC course. The discrepancy in self-assessment warrants further qualitative research to understand factors such as modesty or increased awareness of professional expectations. This model suggests the value of interactive, reflective, and immersive teaching strategies for comprehensive competency development in LTC education. CLINICALTRIAL NON

اسأل الذكاء الاصطناعي

Bookmark

View Full Paper