Exploring the use of discussion cafés as means of increasing intergenerational learning between older people and student nurses

Background: 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, so it is important, in preparation for this that student nurses learn to work in partnership with older people. Similarly, it is important for older people to feel well-disposed to working with younger people who will provide nursing care for them. To help break down barriers and build links and understanding between generations, it is useful to develop ways to increase intergenerational learning.

Aim: This study aimed to determine the feasibility of using intergenerational discussion cafés as an implementation strategy to develop and increase intergenerational learning between student nurses and older people. It also aimed to ascertain whether intergenerational learning had occurred and to what extent.

Study Design: This is an Implementation Science Research Design, which used a participatory action approach guided by an implementation science (IS) framework, the Consolidated Framework for Implementation Research (CFIR) (Damschroder et al, 2009). An integrated literature review explored the types of intergenerational learning initiatives available for student nurse/older person cohorts. Thereafter, three separate online intergenerational discussion cafés were held for 3rd year student nurses and older people living in the community. Participants (n=59 and 49 respectively) were invited post café to participate in an anonymous online survey comprising both quantitative (Likert scale) and qualitative questions (open-ended questions). Qualitative data was thematically analysed using Braun and Clarke’s (2006, 2012, 2013, 2022) framework. Descriptive statistical analysis of quantitative data was undertaken. Post hoc CFIR analysis mapped data from the surveys and facilitator reflections onto three adapted CFIR codebooks.

Findings: Qualitative themes identified the ‘Processes’ involved in attending and participating, while ‘Conversations and Connections’ and ‘Learning’ illustrate the way the café facilitated mutual sharing and understanding. Quantitative data supported these but also highlighted the importance of equal sharing of experiences. The findings also indicate that organisational factors (e.g., clear instructions, being organised and sufficient time) are important for 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 this cohort also experienced some technical difficulties. All participants were positively disposed to the cafés as a way of increasing intergenerational learning. Participants suggested that having a series of cafés would further enable intergenerational learning. Facilitator teamwork underpinned the smooth running of the café.

Discussion Findings highlighted that intergenerational discussion cafés require careful organisation and facilitation to meet participants’ needs and expectations. Learning from this study also revealed the adaptability of older people and student nurses to connect online, and for mutual learning to emerge. Older people indicated that sharing a glimpse of their life story contributed to breaking down intergenerational barriers and this may influence how student nurses would care for them in the future. Furthermore, building creative educational opportunities into pre-registration nursing programmes has the potential to encourage student nurses to link with ‘well’ older people thereby promoting a greater understanding of theoretical concepts of ageing and person-centred approaches to nursing care.

Implications. Intergenerational cafés have the potential to facilitate increased understanding and mutual respect across generations. This initiative enables student nurses and older people to connect, collaborate and develop shared understanding of life experiences. As a result of this research, intergenerational discussion cafés have become embedded in the BSc Nursing (General, Intellectual Disability and Mental Health) curricula.