Investigating an educational intervention and openness to experience in relation to undergraduate students’ willingness to work with older adults

Abstract

Given changing demographics, it is becoming increasingly important for workforces to meet the needs of an aging population. However, many individuals report reservations about working with an older adult population. To address this issue, the current study examined the effects of a short-term education session on undergraduate students’ willingness to work with older adults in a variety of positions and settings. Openness to experience in relation to willingness to work with older adults was also explored. The major findings, as revealed by pre-post-intervention analyses, include a significant increase in levels of willingness and a significant decrease in levels of ageist attitudes and perceptions. Specifically, participants reported a higher level of willingness, comfort, and desire to work with older adults when they were asked to imagine working in a field that was associated with working with an older adult population. Participants also indicated lower levels of both benevolent and hostile aspects of ageism after the session. The primary conclusions are discussed in relation to the need to provide educational resources about the aging process that address common myths and debunk negative stereotypes concerning aging, so that individuals may be more willing to pursue careers with older adults they may otherwise not have considered. The findings are also discussed in relation to implications for teaching and training, and needed interventions for students and workers.

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