Narrative simulation with a standardized patient in aging psychology education: an experiential learning approach to professional competency development.

Abstract

The training of future psychologists requires pedagogical approaches that effectively bridge the gap between theoretical knowledge and the complex competencies demanded in professional practice with older adults. This study aimed to evaluate the educational impact of a narrative simulation with a standardized patient implemented in an undergraduate Aging Psychology course. A pilot mixed-methods design was conducted with 56 third-year psychology students. Quantitative data were collected through an ad hoc questionnaire assessing satisfaction, perceived usefulness, methodological design, and professional transferability, while qualitative data were obtained from written reflective narratives. Descriptive analyses showed very high overall satisfaction and perceived professional relevance of the experience. Thematic analysis revealed four core learning domains: development of communicative and empathic competencies, emotional self-regulation and reflective awareness, humanization of aging through narrative identity, and the pedagogical value of structured debriefing. The integration of findings indicates that narrative simulation provides a psychologically safe and experientially rich learning environment that supports the development of key gerontopsychological competencies beyond what traditional instructional methods typically achieve. These results highlight the potential of narrative simulation with standardized patients as a transferable and impactful educational strategy in aging psychology education, with implications for curriculum design and competency-based training in gerontology-related disciplines.