Samira Alsenany BSN, MSc, P.G Dip ANP
School of Nursing and Midwifery
University of Sheffield
Email: nrp05sa@sheffield.ac.uk
Introduction of care for older people in Saudi Arabia
Saudi Arabia is one of the countries showing a dramatic
increase in the number of older people. This increasing number of older
people poses a serious challenge to the health care system in Saudi
Arabia, and especially to the nurses who provide services to older
clients as first line care providers dealing with the acute and chronic
conditions experienced by this population (The medical Health sector
report, 2004).
In Eastern cultures such as Saudi Arabia, which is in the
focus of this study, old age is admired as a holy state of great
religious significance and the aged are offered considerable respect
within the family: this view is fundamental to several Eastern cultures
(Alshahri, 2002). In Saudi culture, older people are regarded with great
admiration and respect. Traditionally, older people are respected and
listened to, and are treated accordingly: for example, it is customary
for everyone to stand up when they enter a room, they are allocated the
best seats and they are offered drinks and food before anyone else. They
are addressed in soft voices and are not called by their first names,
but instead are referred to as the father or mother of the oldest son
(even if they have a daughter who is older than their son). Young Saudi
people are expected to be polite and restrained, and even avoid smoking
cigarettes or chewing gum when older people are present. In the home
environment, an older person usually dictates to the younger family
members to look after him or her and satisfy his or her needs. In a
health service facility, older patients might expect no dramatic changes
in the way they are accustomed to being regarded and respected. In
other words, certain aspects can influence cultural issues, including
but not bounded to faith, race, level of education, economic status and
environmental factors (Alshahri, 2002). Furthermore, in Saudi Arabia,
Islam religion, like many other religions, advocates that the Saudi
population should respect and value older people and this has been
illustrated in many verses in the Holy Koran (Holy Book of Islam).
The Holy Quran says,
"the Lord hath decreed that ye worship none but Him, and
that ye be kind to parents .Whether one or both of them attain old age
in their life, say not to them a word of contempt, nor repel them, but
address them in terms of honour. And, out of kindness, lower to them the
wing of humility, and say: My Lord! Bestow
on them the Mercy even as they cherished me in childhood."
An overview of the Saudi university nursing program
Nursing education in Saudi Arabia began in 1958 with the
establishment of a health education institution for boys in Riyadh based
on a 5–year contract between the ministry of Health (MOH) and the World
Health Organization after that MOH assumed full responsibility for
institution, and 15 students were enrolled. At that time, the only major
being offered was health inspection. In 1960, two nursing schools for
girls were established in Riyadh and Jeddah. The education program for
nurses included the curriculum of fifth and sixth elementary level and
nursing assistant grade.
In 1973, the Ministry of Higher Education (MOHE) established
higher education programs in nursing. At King Saud University in Riyadh,
under the supervision of the applied Medical Science division, a
department of nursing for women was established. In 1987, a graduate
program of nursing for women, including a Bachelor of Science degree was
offered at King Abdul Aziz University in Jeddah in 1976 . Graduates of
the baccalaureate program are qualified to practice professional nursing
in a variety of health care settings as well as qualified for entrance
into a graduate education program for clinical specialisation and
functional areas. The program faculty believe that learning is an
internal process and is evidenced by changes in behaviour of the
individual (King Abdul Aziz University, 2001). Significantly, the
increasing older population in Saudi Arabia calls for more nurses who
are prepared to identify with the field of gerontology nursing. The
purpose of this study is t o explore the impact of an integrated
gerontological nursing education programme at five different academic
levels on nursing students’ knowledge and attitudes, towards the care of
older people in three major universities in the kingdom of Saudi
Arabia.
Literature review
In reviewing the literature, it is apparent that, since the
1950s, studies on the attitudes of nursing students, staff and other
health care professionals towards older people and older care have
identified negative attitudes towards geriatric nursing. Significantly,
Kayser and Minnigerode (1975) pointed out that in the past 30 years,
student nurses have developed stereotypes and misconceptions about older
people, and their study showed that nurses tended to have minimal
interest in working at nursing homes caring for older people; they
preferred to work with children and adult patients . The number of
nurses interested in working with older people has decreased (Happel,
1999; Soderhamn et al., 2001; Herdman, 2002).
A review of the related literature shows that nurses'
attitudes and knowledge of ageing may affect their expectations about
their working lives and the ways in which they care for and approach
their clients. Therefore, education, including gerontological nursing,
is an important issue in the nursing profession, with a focus on
assessing the perceptions and attitudes of student nurses towards
gaining knowledge and skills in geriatric care in order to feel
competent in the care of elderly people at different institutions. In
addition, the literature review emphasized that in the education of
nurses, goal-directed experience of care of older people is recommended
in order to create positive attitudes towards and interest in older
people among students .
Study objective
To describe the attitudes and knowledge of nursing students in care of older people in Saudi Arabia.
Research instruments
The instruments used in this study were the modified Kogan
Attitudes Toward Old People Scale (ATOP), developed by Kogan in 1961 to
measure attitudes toward older people and the modified Facts on Ageing
Quiz 2 (FAQ2), developed by Palmore in 1988 to examine health
professionals’ knowledge of ageing.
Methods
A descriptive cross-sectional survey design was carried out at
five academic levels of nursing students’ knowledge and attitudes
towards the care of older people at three major universities in the
Kingdom of Saudi Arabia. The researcher carried out this study on
nursing students (n=566) studying the curriculum for a five-year program
leading to the degree of Bachelor of Science in Nursing (B.S.N.).
Permission was obtained from the three participating nursing schools.
Nursing students were informed that they did not have to participate in
the study.
Results
Demographic characteristics:
The mean age of the respondents was 21.2 years. The majority
(82.9% n=469) of the nursing students were single, while nearly 16.1 %
(n=91) were married, 0.7 % (n=4) were divorced and 0.4% (n=2) were
widowed. Tables 1 and 2 illustrate the distribution of students by
marital status and number of children.
Marital status of respondents
|
Frequency
|
%
|
Single
|
469
|
82.9
|
Married
|
91
|
16.1
|
Divorced
|
4
|
0.7
|
Widowed
|
2
|
0.4
|
Total
|
566
|
100.0
|
Table 1: Saudi Nursing by Marital Status.
Number of children
|
Frequency
|
%
|
None
|
528
|
93.3
|
One
|
25
|
4.4
|
Two
|
8
|
1.4
|
Three
|
3
|
0.5
|
Four or more
|
1
|
0.2
|
Missing
|
1
|
0.2
|
Total
|
566
|
100.0
|
Table 2: Saudi Nursing Students by number of children.
Gerontology courses
Table 3 illustrates the type and number of gerontology courses
taken by nursing students and the number of credit hours. The results
indicate that nearly 27% of the respondents (n=156) had taken one
course, 12% (n=70) had taken two courses and 7% (n=45) had taken three
or more courses. However, a large number of nursing students (38 %;
n=220) had not taken any classes on gerontology. With regard to credit
hours earned for courses on gerontology, 18% of the students (n=103)
reported earning two credit hours, followed by 16% (n=93) who had earned
three or more credits and 12% (n=72) who had earned one credit. These
results indicate that the educational backgrounds of the students are
inconsistent in terms of gerontological education.
Number of Courses-
|
Frequency
|
%
|
0
|
220
|
38.9
|
1
|
156
|
27.6
|
2
|
70
|
12.4
|
3
|
45
|
7.9
|
No answer
|
75
|
13.2
|
Total
|
566
|
100.0
|
Number of credit-hours
|
|
|
1
|
72
|
12.7
|
2
|
103
|
18.2
|
3 or more
|
93
|
16.4
|
No answer
|
298
|
52.7
|
Total
|
566
|
100.0
|
Table 3: Saudi Nursing Students by Number of gerontology course credit hours and type of course.
Knowledge of ageing
In this study students displayed a lack of basic knowledge of
ageing (physical and behavioural aspects of ageing) on The Facts on
Ageing Quiz 2 (FAQ2). The mean score on the quiz for the Saudi BSN
programme was 11.13 (46.37%). According to Palmore (1988), on average,
undergraduate students score 14 (56%) and nurses in practice score 16.5
(66%). When the mean FAQ score of 11.13 achieved by Saudi BSN programme
students was compared with that achieved by nursing students in other
studies, the mean score in this study was very low.
Attitudes towards older people
This study examined Saudi nursing students’ attitudes towards
older adults by using a modified Kogan Attitude Toward Old People Scale
(ATOP) and it was found that the average of the attitude score was 3.18,
(SD 0.29). The score indicated a favourable and positive attitude among
Saudi nursing students towards older adults.
Discussion
This study has several limitations, which should be acknowledged.
The participating universities offer nursing studies only to female
students: thus, the sample in this study was entirely made up of female
participants. Further research is needed to compare females’ and males’
attitudes towards the care of older people in Saudi Arabia.
Further, the original instruments used in this study were developed in
western countries, and while the researcher used versions that had been
modified to be compatible with the Saudi culture, some attitude items
still might not have been easy to interpret in terms of the Saudi
context.
The findings in this study thus illustrate that Saudi nursing
students have, in general, relatively poor knowledge of the physical and
behavioural aspects of ageing. Moreover, Sheffler (1998) found that the
mean score achieved by baccalaureate nursing students was 16.5, which
is a borderline score. Similarly, Palmore (1988) reports mean scores
ranging from 16.25 to 17.50. Other researchers have also reported mean
scores in the borderline range, from 17.3 to 18.3 (Lusk et al., 1995; Greenhill & Baker, 1986; Williams et al.,
1986). When the mean FAQ score of 11.13 achieved in this study by Saudi
BSN program students are compared with those achieved by nursing
students in other studies, they are found to be very low. Significantly,
there is clear evidence from the ageing knowledge scores achieved by
Saudi student nurses from this study, that they did not feel that they
had undergone a valuable education experience in gerontology nursing and
had little to offer in this speciality.
Similarly, Zakari, (2005) points out that ageing knowledge was
very low and insufficient because the students had not taken any
courses related to the care of older people. However, to throw more
light on this problem, this study found that most of the BSN programmes
in the kingdom with integrated gerontology content did not encourage
their students to read and used a textbook specialized in gerontology
nursing. In order increase students' knowledge about caring for older
people, gerontology text books must be provided, as this will help
nursing students to grasp knowledge about older people and how to
provide for their needs in different health care settings. The findings
also suggest that an integrated gerontology nursing curriculum may not
significantly improve ageing knowledge (Downe-Wamboldt and
Melanson,1990, 1985; Williams et al, 2007).
In addition, this study examined the attitude of nursing students toward older people and
the score 3.18, (SD 0.29) indicates a favourable and positive attitude
among Saudi nursing students towards older adults. However, due to the
crucial role of attitudes in influencing nursing professionals to work
with older people, a number of previous studies have explored nurses'
attitudes towards older people, and the findings of this study support
those that have found favourable attitudes among nursing students toward
older people (Howeidi & Al Hassan, 2005; Zakari 2005; Mckinlay
& Cowan, 2003; Nolan et al., 2002). On the other hand, several
studies have shown that the number of nurses interested in working with
older people has decreased significantly (Herdman, 2002; Soderhamn et al. 2001; Happel, 1999).
On a more practical note, there is clear evidence from this
study that there was a high mean positive attitude when nursing students
entered the BSN program after completing high school, at which point
most of them were in their late teens. The majority of nursing students
viewed care for older people as driven and influenced by their cultural
perspectives. For that reason, Saudi nursing students regard the care of
older people as a role of respect from their cultural and social
perspectives. The Islamic faith is certainly the major aspect
responsible for shaping the Saudi society and culture, and thus plays a
significant role in nursing students’ culture and their views toward the
care of older people in this study.
Socially, the extended family system prevails in Saudi Arabia,
where the vast majority of older people are living in households of
four or more people, and that might that affect the students’ attitudes
and acceptance of older people. In keeping with this view, Howeidi and
Alobeisat (2006) report that, in Jordan, where the extended family
system predominates, nursing students hold positive attitudes toward
older people. Similarly, Reinhardt and Quinn (1979) state that
traditionally, the cultures of China, Japan, India and the Philippines
have demonstrated great respect for the aged. These life experiences
with living with older people outside the school context provide useful
direction and understanding, helping nursing students to shape their
positive attitudes and to learn how to care for older people. Similarly,
these positive attitudes are strongly influenced by Saudi Arabia’s
cultural, social and religious backgrounds, as well as family and
women’s responsibility, which were reflected as positive significant
influences on life experiences as strong foundations that students bring
to bear in developing positive perceptions toward older people.
Therefore, the historical socio-economic and political
conditions of Saudi Arabia are an important issue of understanding a
women's role in Saudi society. In Arabic culture, women traditionally
remained at home to raise children and care for older people, while men
went to college and university and sometimes moved long distances in
search of jobs to improve their family statue. In some instances, Saudi
women were left with the primary responsibility for child-rearing and
caring for older adults, which might have prevented them from pursuing
education and employment opportunities. However, the younger generation
in Saudi Arabia, including female nursing students, still uphold the
traditional values of the family and women’s responsibility to respect
old people and encourage empathy and filial responsibility.
However, this study suggests that Saudi nursing curricula
should include more extensive gerontology content and clinical
experience with older people in the community course in different
settings. There will be a need for an increasing emphasis on
rehabilitation and health maintenance rather than acute care, with a
consequent need for an increased number of health care workers who are
well educated in gerontology nursing. Alongside this, this study
suggested that in clinical settings, staff, including faculty members
and nurses, must provide students with models of the nursing role. To
achieve this, it is imperative that the nursing faculty and staff nurses
are aware of their own knowledge toward older people and have accurate
perceptions of them, as they are role models for their students.
Conclusion and recommendation
In light of these findings, it is suggested that consideration
should be given to the inclusion of more structured gerontology courses
in the general nursing curriculum. This study’s results can be related
to the insufficient focus on gerontologic nursing in the integrated
gerontologic curriculum of the nursing schools in which data were
collected.
Longitudinal studies are recommended, comparing students’
attitudes towards older people and their levels of knowledge of the
ageing process after having undertaken gerontology courses. Such
research may provide additional information concerning the effect of
gerontological learning experiences on attitudes and knowledge change.
Furthermore, research is needed to build standardised tools
for the assessment of attitudes and knowledge of older people that are
specific to the Saudi community and reflect its norms and cultures.
Further, qualitative research is recommended to explore the essence of
attitudes toward older people and their care among nurses and staff
nurses, and the ways in which these attitudes promote or interfere with
the quality of patient care.
Acknowledgments
I would like to thank Professor Roger Watson and Professor
Mike Nolan for support and assistance through this endeavour. They
helped me to establish realistic goals for completing each phase and
proved to be a valuable proponent of this research study.
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