Nursing students’ willingness to work with older adults in relation to attitudes, experience, and geriatric education: a cross-sectional study

Abstract Background Population ageing is associated with increasing demand for healthcare services tailored to the complex needs of older adults. Understanding the factors associated with nursing students’ willingness to work with this population may inform geriatric education planning. This study aimed to assess nursing students’ willingness to work with older adults and identify associated factors. Methods This cross-sectional study included 235 nursing students. Associations with willingness were analysed in 228 participants, and regression analyses included 227 participants. Data were collected using a computer-assisted web interview (CAWI), a study-specific questionnaire, and the Attitudes Toward Seniors Scale (SPWS). Correlation analyses and hierarchical linear regression were performed. Statistical significance was set at α = 0.05. Results Overall, 48.9% of students (n = 115) reported willingness to work with older adults. Greater willingness was associated with frequent and very frequent contact with people aged ≥ 65 years (β = 0.21; p = 0.038 and β = 0.30; p = 0.009, respectively), a perceived need to increase the number of educational hours (β = 0.19; p = 0.006), and respect and support (β = 0.19; p = 0.009). Lower willingness was associated with rejection and lack of understanding (β = −0.18; p = 0.009) and frequent contact with people aged ≥ 80 years (β = −0.15; p = 0.042). The model explained 25% of the variance, and including attitudes increased the explained variance by 9 percentage points (ΔR² = 0.09; p < 0.001). In the subgroup of participants aged ≤ 25 years, the coefficient of determination (R^2) was 0.23. Conclusions Nursing students’ willingness to work with older adults was associated with their attitudes towards this population, frequency of contact, and views on the need to change the number of teaching hours. Greater willingness was associated with respect and support, frequent and very frequent contact with people aged ≥ 65 years, and higher scores on the teaching-hours item, indicating responses favouring an increase. Lower willingness was associated with rejection and lack of understanding and frequent contact with people aged ≥ 80 years. These findings support incorporating activities that promote respect and support, encourage critical reflection on stereotypes, and enable contact with older adults with diverse functional abilities and care needs.