THE “SENSORY KIT”:Teaching About Sensory Changes in Older Adults

Abstract

OLDER ADULTS WITH SOME DEGREE OF SENSORY IMPAIRMENT EXPERIENCE A NUMBER OF CHALLENGES IN THEIR DALLY LIVING. A range of educational resources are available to help nursing students understand the challenges brought about by age-related physical and psychological changes and appreciate how environmental modifications may result in improved safety and function and greater independence for older adults. Some of these resources are sophisticated, high-tech, and expensive. This article describes use of the Kit, an inexpensive collection of items contained in a small plastic bag. When used as part of a guided learning activity, the kit provides opportunities for active learning while helping students understand some of the sensory changes that many older adults experience. Hi-Tech/Low-Tech Resources A number of resources have clear value, but their use with large numbers of students is limited due to costs and availability. For example, the Massachusetts Institute of Technology AgeLab's Age Suit is a state-of-the-art, hi-tech resource (2011). The suit allows a user to experience age-related functional changes by approximating the physiological state of persons in their mid-70s. With the University of New England College of Osteopathic Medicine's Learning by Living[c] program, medical students become nursing home residents for two weeks and experience the daily life of residents, which involves eating pureed foods and receiving assistance with the activities of daily living (Taggersell, 2009). To meet the learning needs of large groups, low-fidelity simulation activities may offer cost-effective alternatives. Using only paper-based scenarios or relatively simple teaching tools, such activities can be effective for teaching complex concepts. One such resource is Into Aging, an interactive game that helps students and health care professionals experience age-related physical and social changes (Hoffman & Dempsey-Lyle, 2003). Activities include eating thickened liquids, having one's teeth brushed by another person, and being addressed in elder-speak, a way of talking to older people that assumes cognitive impairment requiring the use of slow, simplified speech most often used with children (Paeala, Boult, & Hepburn, 2006). Several authors have described low-fidelity experiential activities simulating age-related functional changes. Examples include encouraging students to apply elastic wraps to restrict knee or elbow movement; taping fingers to decrease dexterity; and simulating other functional restrictions using neck braces, goggles, or wheelchairs (Prathibha, Chutka, & Lesnick, 2006; Wood, 2003). Pacala et al. (2006) wrote about such strategies as using small pieces of colored candy to simulate the need for complex, multi-medication regimens; confining students to bed or to a wheelchair; and forcing mobility restriction by having students use canes or walkers. These activities, when followed by student reflection or discussion, were especially powerful for understanding the ramifications age-related changes have on daily life. However, widespread use can be hindered by a lack of available resources and equipment, the costs of supplies, or the time required to prepare the activity. The Sensory Kit In keeping with Kolb's theory of experiential learning (1984), use of the Sensory Kit provides opportunities for reflection, discussion of the significance of the experience, and actions that should be taken based on the experience. Many of its components have been used individually to teach students about discrete sensory changes in older adults. When gathered together, the items represent an inexpensive, portable, experiential learning activity that can provide a comprehensive learning experience. Faculty can prepare these kits in advance for use in the classroom. (See Table for items and suggested sources; see also www.geronursinged.org/ documents/SChandout.pdf for a photo of a sample kit. …