Walk a mile in my old shoes: An intervention study on age simulation suit training for correctional staff

Abstract
Background and Objectives
Correctional populations are ageing rapidly, yet correctional staff often lack the knowledge and attitudinal competencies required to address ageing-related needs. While simulation technologies, such as simulation suits, have demonstrated improvements in cognitive and affective learning outcomes within educational and clinical healthcare settings, their application in correctional training remains unexplored. This study examined the feasibility and exploratory outcomes of a training program incorporating ageing simulation into correctional staff training.

Research Design and Methods
A mixed-methods pilot study was conducted with nineteen correctional officers working with older incarcerated individuals in Flanders (Belgium) and included experiential learning using the GERT ageing simulation suit. Quantitative pre-post survey data were collected to explore changes in knowledge, attitudes toward older adults, willingness to work with this population, and ageism; qualitative focus groups provided in-depth insights into participants’ experiences.

Results
Quantitative findings showed limited and variable changes, consistent with the small sample size and exploratory design. However, qualitative findings indicated that the intervention facilitated reflection on ageing-related physical and psychosocial challenges and increased awareness of the lived experience of ageing in prison. Notably, reluctance to engage with the ageing simulation emerged as an important finding, suggesting that emotional and professional resistance may shape engagement with experiential learning.

Discussion and Implications
Rather than directly changing attitudes, ageing simulation appeared to function primarily as a catalyst for reflection. These findings highlight the importance of contextual and cultural factors in implementing experiential training in correctional settings and provide initial insights to inform the design of future interventions.