Abstract:

Simulation-based learning is increasingly recognized as a powerful tool for experiential and reflective education in the health and psychological sciences. However, its implementation within psychology programmes—particularly in the field of ageing—is still limited. This pilot study explores the educational impact of a narrative simulation involving a standardized patient who portrayed an older woman living in a care home, integrated into the undergraduate course Psychology of Ageing at the Public University of Navarre (Spain).

The educational design followed an experiential learning sequence composed of three phases: theoretical preparation, simulated interview, and structured debriefing. A total of 56 psychology students participated, divided into interviewer and observer roles. A mixed-methods evaluation was conducted using a 20-item questionnaire assessing five domains (overall perception, learning utility, methodological design, teaching guidance, and projected value), complemented by three open-ended reflective questions.

Quantitative results indicated very high levels of satisfaction and perceived learning across all dimensions, suggesting strong acceptance of the methodology and perceived transferability to professional contexts. No significant differences were observed between genders or participation roles, indicating a consistent and inclusive impact.

The qualitative analysis revealed four main learning domains:
(1) development of communicative and empathic competences,
(2) emotional self-regulation and reflective awareness,
(3) humanisation of ageing and recognition of narrative identity, and
(4) appreciation of the simulation’s structure and the feedback process as essential components for experiential learning.

Students consistently described the simulation as a safe, credible, and emotionally engaging environment that enabled them to connect theory with practice while deepening their ethical and relational understanding of professional work with older adults. The combination of realism, emotional depth, and collaborative reflection was perceived as a transformative educational experience, fostering stronger professional identity and attitudinal change towards ageing. Within this process, the structured debriefing proved essential for consolidating learning, promoting critical dialogue, and facilitating peer-supported reflection.

These findings support the integration of narrative simulation with standardized patients as a pedagogical innovation aligned with the principles of active and experiential learning. The model not only reinforces theoretical and procedural knowledge, but also nurtures empathy, ethical sensitivity, and self-awareness—core competencies for future professionals in psychology and health-related disciplines. The results provide empirical and pedagogical evidence for scaling this methodology in higher education curricula, contributing to a humanistic and competency-based approach to learning.

Keywords:

Simulation-based learning, standardized patient, experiential education, empathy, active learning, psychology of ageing, reflective practice, professional competencies.