Abstract:

Objective To explore the instructional design and practical outcomes of integrating ideological and political education into scenario-driven simulation-based teaching in the Geriatric Nursing courses. Methods A total of 60 fourth-year nursing undergraduates participated in scenario-driven simulation teaching. The instructional design integrated ideological-political elements through use of aging-simulation suits，role-playing，and reflection prompts embedded in simulated practice and guided debriefing. Students wrote reflective journals after the experience. Content analysis was applied to these reflective journals to evaluate the educational outcomes. Results Four core themes emerged：emotional resonance（from physiological needs to psychological dignity），professional perception（from technical execution to dignity preservation），responsibility cognition（from aiding individuals to transforming systems），and behavioral transformation（from functional improvement to dignity prioritization）. Conclusion By constructing immersive scenarios and designing “critical events that trigger value reflection，” the simulation enables students to personally experience functional limitation，thereby gaining a profound understanding of older adults’ need for respect. This experience facilitates internalization of the professional responsibility to safeguard dignity.

Key words: Geriatric Nursing, Education, Nursing, Undergraduate, Curriculum Ideology and Politics, Simulation-based Experiential Teaching