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Published on: February 19, 2021
Post Hoc Consolidated Framework for Implementation Research (CFIR) Analysis of Older Person/Student Nurse
Dympna Tuohy1,2,3, Irene Cassidy1,2,3, Margaret Graham1,3
1Department of Nursing and Midwifery, Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland.
Aim:
To determine the barriers, facilitators and effectiveness of using an intergenerational café to enable intergenerational learning.
Design:
Implementation science using the 'Consolidated Framework for Implementation Research' framework.
Methods:
Ethical approval for this research was granted by the University of Limerick. Online intergenerational cafés were held with older people and student nurses. Original data were collected through surveys and facilitator reflections. Participants were invited post-café to participate in the study. Student nurses (n = 50) and older people (n = 49) participated in an anonymous online survey, and facilitators (n = 7) took part in a peer focus group on planning and co-ordinating the cafés. Post hoc 'CFIR' analysis comprised secondary data analysis through mapping descriptive statistics and thematically analysed data to codebooks derived from CFIR domains and constructs.
Results:
Barriers and facilitators to café implementation were identified. Organisational factors are important for effective implementation. More students felt that the purpose, topics and running of the café were clear and organised. In contrast, more older people wanted additional time in the discussion groups. Technical difficulties (e.g., computer, logging on) were identified by some as a barrier to participation. Overall, having a clear purpose and topics along with an online approach facilitated implementation. All participants supported the café innovation as a way of increasing intergenerational learning. Facilitators worked effectively as a team to ensure the smooth running of the cafés. The analysis helped determine the effectiveness of the intervention.
Conclusion:
These cafés facilitated mutual learning and understanding and were well received by participants.
Implications For The Profession And/Or Patient Care:
Intergenerational cafés can support intergenerational learning.
Impact:
Intergenerational cafés facilitated intergenerational learning.
Reporting Method:
SRQR/EQUATOR.
Patient Or Public Contribution:
There was no patient/public contribution.
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