Dympna Tuohy, Department of Nursing and Midwifery, University of Limerick, Limerick, Ireland
I have taught and been involved in nurse education, teaching & assessment; from undergraduate to post graduate level since 1996. This includes programme development, curriculum development and review, taught and research final year projects & dissertation supervision. I currently teach modules on older person care and person centred care. Prior to this, I spent several years nursing people in clinical practice.
My current research areas of interest include Intergenerational Cafés (to increase intergenerational learning between student nurses and older people), Digital delirium education, Nursing Metrics, Day care centres and people living with dementia. I am also interested in intercultural care, specifically intercultural communication. I have with colleagues developed a hand massage online programme for use in the care of older people.
Qualifications include PhD, MSc Nursing, Grad-Dip. Medical/Surgical Nursing, BNS,ICU cert. RGN, RNT
Most older people live independently but at times may require nursing care either at home, in primary and community care, in hospital or in nursing homes. Most nurses will care for older people during their career. It is crucial that older people and nurses can work together in caring partnerships. Student nurses need to be supported to develop this knowledge and skill. In effort to break down barriers, promote respect, build links and promote understanding between generations, it is useful to develop ways to increase intergenerational learning and connections. The aim of this research was to determine the feasibility of using intergenerational discussion cafés as an implementation strategy.
Ethically approved research guided by the Consolidated Framework for Implementation Research (CFIR) (Damschroder et al1). Online intergenerational discussion cafés were held for 3rd year student nurses and older people. Participants were invited post café to participate in an anonymous online survey with student nurses (n=50) older people (n=49) and facilitators (n=9) responding. Data were collected through survey questionnaires (descriptive statistical and thematic data analysis ) and facilitator reflections. Post hoc ‘CFIR’ analysis using adapted codebooks was undertaken to evaluate the café implementation.
Organisational factors (e.g. clear instructions, being organised and sufficient time) are important for the effective implementation. More students than older people felt that the purpose, topics and online running of the café were clear and organised. More older people than students wanted more time in the discussion groups and some of this cohort experienced technical difficulties. All were positively disposed to the cafés as a way of increasing intergenerational learning. Facilitator teamwork enable smooth running of the cafés.
This intervention was worthwhile as it facilitated mutual learning and understanding. Intergenerational cafés are now embedded in the BSc Nursing (General, Intellectual Disability and Mental Health) curricula.