Pub Date : 2023-11-13DOI: 10.1080/03601277.2023.2282856
Chun-Yu Kuo, Te-Yung Chang
ABSTRACTThe aging of the global population highlights the importance of well-being among older adults. This study examines the effect of basic psychological needs satisfaction on well-being, in line with self-determination theory. The study investigates how this effect occurs through affective mediation and how it is influenced by perceptions of aging. Data were gathered from 818 older adults regarding their basic psychological needs satisfaction, positive and negative affect, well-being, and attitudes toward aging. Controlling for age and physical health, the results show that the satisfaction of psychological needs results in an increase in positive affect and a decrease in negative affect, ultimately shaping well-being. The variability among individuals becomes apparent through the crucial role of aging self-perceptions in moderating this effect. This study is significant because it reveals how affect mediates basic psychological needs satisfaction and well-being while emphasizing the relevance of aging self-perceptions. Practical implications include shaping gerontological education and effective engagement strategies with the elderly demographic. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by grants from the Ministry of Science and Technology of Taiwan awarded to Chun-Yu Kuo [MOST 111-2628-H-003-007-MY3].
{"title":"The impact of basic psychological needs satisfaction of the elderly on well-being: a moderated mediation analysis of affect and aging self-perceptions","authors":"Chun-Yu Kuo, Te-Yung Chang","doi":"10.1080/03601277.2023.2282856","DOIUrl":"https://doi.org/10.1080/03601277.2023.2282856","url":null,"abstract":"ABSTRACTThe aging of the global population highlights the importance of well-being among older adults. This study examines the effect of basic psychological needs satisfaction on well-being, in line with self-determination theory. The study investigates how this effect occurs through affective mediation and how it is influenced by perceptions of aging. Data were gathered from 818 older adults regarding their basic psychological needs satisfaction, positive and negative affect, well-being, and attitudes toward aging. Controlling for age and physical health, the results show that the satisfaction of psychological needs results in an increase in positive affect and a decrease in negative affect, ultimately shaping well-being. The variability among individuals becomes apparent through the crucial role of aging self-perceptions in moderating this effect. This study is significant because it reveals how affect mediates basic psychological needs satisfaction and well-being while emphasizing the relevance of aging self-perceptions. Practical implications include shaping gerontological education and effective engagement strategies with the elderly demographic. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by grants from the Ministry of Science and Technology of Taiwan awarded to Chun-Yu Kuo [MOST 111-2628-H-003-007-MY3].","PeriodicalId":47793,"journal":{"name":"Educational Gerontology","volume":"124 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-12DOI: 10.1080/03601277.2023.2274748
Mohadeseh Motamed-Jahromi, Mohammad Hossein Kaveh, Mehdi Mohammadi, Mohammad Hossein Dabbaghmanesh, Elsa Vitale, José Louis Iparraguirre
ABSTRACTDeveloping self-care behaviors is a fundamental yet challenging strategy to prevent the complications of diabetes. This three-arm randomized controlled trial aimed to compare the effectiveness of combined mindfulness and self-regulation-based intervention with self-regulation-based intervention on self-care behaviors of Iranian older adults with diabetes in 2021–2022. Three public diabetic clinics were randomly assigned to three study groups and then 45 participants were randomly recruited from every clinic. 24-week educational interventions via WhatsApp included a self-regulation-based intervention (SRIP), a combined mindfulness and self-regulation intervention (CMSRIP), and routine care with training on COVID-19 prevention were performed in two intervention groups and a control group respectively. Data were collected at baseline and four and 16 weeks using a Mindfulness-based questionnaire (MSCS) and a summary of the diabetes self-care activities scale (SDSCA). The SPSS software (V. 22) was used to analyze data through ANOVA test, chi-square tests, one-way ANOVA, Levene’s test, and Repeated measures MANCOVA at a significance level of less than 0.05. The total scores of MSCS and SDSCA in four and 16 weeks significantly increased compared to the baseline in both SRIP and CMSRIP groups (P < .001), but not in the control group. The mean scores of MSCS and SDSCA at week 4 in CMSRIP group improved significantly more than SRIP group (98.43 ± 5.83 vs. 90.31 ± 12.62 and 70.38 ± 4.18 vs. 62.35 ± 5.53). Combined mindfulness and self-regulation education are significantly effective in promoting self-care skills and improving cognitive processes and can used to improve older adults’ self-care behaviors.Trial registration numberThis trial (ISRCTN77260130) was retrospectively registered on 28/09/2021. AcknowledgementsWe are grateful to dear seniors who participated in the study, as without their support the study could not have been conducted.Disclosure statementNo potential conflict of interest was reported by the authors.Ethics approval and consent to participateThis study was approved by the Ethics Committee of Shiraz University of Medical Science (Ref. no: IR.SUMS.REC.1398.1365), which is available from: https://ethics.research.ac.ir/. The trial registration number of this study is ISRCTN77260130, which is available from: https://www.isrctn.com/ISRCTN77260130. All participants were informed that participation in the study was voluntary. Initially, verbal consent to participate in the study was obtained from the selected participants by telephone, and then a written informed consent link was sent to them via WhatsApp and signed by them. They were also assured that the data collected would remain confidential. All methods were performed in accordance with the WMA Declaration of Helsinki, ethical principles for medical research involving human subjects.Additional informationFundingThis work was supported by the Vice-Chancellor for Research, Shiraz Un
{"title":"Promoting self-care behavior among older adults with type 2 diabetes by the combined mindfulness and self-regulatory intervention via social media: a three-arm cluster randomized controlled trial","authors":"Mohadeseh Motamed-Jahromi, Mohammad Hossein Kaveh, Mehdi Mohammadi, Mohammad Hossein Dabbaghmanesh, Elsa Vitale, José Louis Iparraguirre","doi":"10.1080/03601277.2023.2274748","DOIUrl":"https://doi.org/10.1080/03601277.2023.2274748","url":null,"abstract":"ABSTRACTDeveloping self-care behaviors is a fundamental yet challenging strategy to prevent the complications of diabetes. This three-arm randomized controlled trial aimed to compare the effectiveness of combined mindfulness and self-regulation-based intervention with self-regulation-based intervention on self-care behaviors of Iranian older adults with diabetes in 2021–2022. Three public diabetic clinics were randomly assigned to three study groups and then 45 participants were randomly recruited from every clinic. 24-week educational interventions via WhatsApp included a self-regulation-based intervention (SRIP), a combined mindfulness and self-regulation intervention (CMSRIP), and routine care with training on COVID-19 prevention were performed in two intervention groups and a control group respectively. Data were collected at baseline and four and 16 weeks using a Mindfulness-based questionnaire (MSCS) and a summary of the diabetes self-care activities scale (SDSCA). The SPSS software (V. 22) was used to analyze data through ANOVA test, chi-square tests, one-way ANOVA, Levene’s test, and Repeated measures MANCOVA at a significance level of less than 0.05. The total scores of MSCS and SDSCA in four and 16 weeks significantly increased compared to the baseline in both SRIP and CMSRIP groups (P < .001), but not in the control group. The mean scores of MSCS and SDSCA at week 4 in CMSRIP group improved significantly more than SRIP group (98.43 ± 5.83 vs. 90.31 ± 12.62 and 70.38 ± 4.18 vs. 62.35 ± 5.53). Combined mindfulness and self-regulation education are significantly effective in promoting self-care skills and improving cognitive processes and can used to improve older adults’ self-care behaviors.Trial registration numberThis trial (ISRCTN77260130) was retrospectively registered on 28/09/2021. AcknowledgementsWe are grateful to dear seniors who participated in the study, as without their support the study could not have been conducted.Disclosure statementNo potential conflict of interest was reported by the authors.Ethics approval and consent to participateThis study was approved by the Ethics Committee of Shiraz University of Medical Science (Ref. no: IR.SUMS.REC.1398.1365), which is available from: https://ethics.research.ac.ir/. The trial registration number of this study is ISRCTN77260130, which is available from: https://www.isrctn.com/ISRCTN77260130. All participants were informed that participation in the study was voluntary. Initially, verbal consent to participate in the study was obtained from the selected participants by telephone, and then a written informed consent link was sent to them via WhatsApp and signed by them. They were also assured that the data collected would remain confidential. All methods were performed in accordance with the WMA Declaration of Helsinki, ethical principles for medical research involving human subjects.Additional informationFundingThis work was supported by the Vice-Chancellor for Research, Shiraz Un","PeriodicalId":47793,"journal":{"name":"Educational Gerontology","volume":"32 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1080/03601277.2023.2280828
Kerstin Gerst Emerson
ABSTRACTDuring a time of increasing shortages in the eldercare workforce, attracting new workers to the field is imperative. It can be difficult to engage students in the field. One method to engage students with aging is through oral history assignments. This study explored the impact of an active assignment (interviewing an older adult) compared to a passive assignment (watching a video of an older adult being interviewed) on ageism. Students were randomly assigned into two sections of an online gerontology course. The sections were identical except one section conducted an interview of an older adult (n = 40), and the second section watched a video of older adults being interviewed (N = 37). Each student completed a pre- and post-assignment survey, which included an ageism scale. Differences were analyzed using t-tests and repeated measures ANOVA. Results: Ageism declined significantly for both sections (from an average of 56 to 50 for the interview section, and from 55 to 47 for the video section). The change was not significantly different across sections. Both sections reported high satisfaction with the assignment. A majority (97%) of students in both sections reported that they were able to relate class lessons to the interview and that the assignment impacted their thoughts about aging (95%). Conclusions: Both watching and actively participating in an interview was a positive assignment for students and resulted in a decrease in ageism. Using a video alternative may be particularly useful for classes where facilitating community interaction may be difficult. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Engaging with aging: impact of passive vs. active interview with an older adult among undergraduate students","authors":"Kerstin Gerst Emerson","doi":"10.1080/03601277.2023.2280828","DOIUrl":"https://doi.org/10.1080/03601277.2023.2280828","url":null,"abstract":"ABSTRACTDuring a time of increasing shortages in the eldercare workforce, attracting new workers to the field is imperative. It can be difficult to engage students in the field. One method to engage students with aging is through oral history assignments. This study explored the impact of an active assignment (interviewing an older adult) compared to a passive assignment (watching a video of an older adult being interviewed) on ageism. Students were randomly assigned into two sections of an online gerontology course. The sections were identical except one section conducted an interview of an older adult (n = 40), and the second section watched a video of older adults being interviewed (N = 37). Each student completed a pre- and post-assignment survey, which included an ageism scale. Differences were analyzed using t-tests and repeated measures ANOVA. Results: Ageism declined significantly for both sections (from an average of 56 to 50 for the interview section, and from 55 to 47 for the video section). The change was not significantly different across sections. Both sections reported high satisfaction with the assignment. A majority (97%) of students in both sections reported that they were able to relate class lessons to the interview and that the assignment impacted their thoughts about aging (95%). Conclusions: Both watching and actively participating in an interview was a positive assignment for students and resulted in a decrease in ageism. Using a video alternative may be particularly useful for classes where facilitating community interaction may be difficult. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47793,"journal":{"name":"Educational Gerontology","volume":" 19","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTConsidering the significance of lifelong learning in advancing active aging in aging societies, the ability to engage in self-directed learning plays a crucial role for adults. There are many self-directed learning (SDL) tools available that measure the SDL abilities of nursing students and healthcare professionals. However, fewer SDL tools specifically designed for middle-aged and older adults have been developed. The purpose of this research was to examine and confirm the factor structure and the internal consistency of the SRSSDL-adult scale, specifically for middle-aged and older adult learners enrolled in senior learning centers. A cross-sectional method was adopted. Both Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted to assess the structural validity of the scale. The internal consistency was determined using the Cronbach’s Alpha coefficient. The results indicated that the five factors – learning needs assessment skills, learning planning skills, learning execution skills, self-assessment skills, and interpersonal skills – showed acceptable levels of reliability. The revised 25-item SRSSDL-adult scale was found to be a valid measure of middle-aged and older adults’ self-directed learning abilities in the context of senior education programs. The findings of this study have the potential to be utilized by educational institutions and educators involved in senior education programs. AcknowledgmentsThe researchers would like to thank Taiwan National Science and Technology Council for the grant MOST 110-2410-H-194-073-.Ethical approvalNational Chung Cheng University. The reference number is CCUREC110051202.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Validation of the self-directed learning scale for middle-aged and older adults","authors":"Fang-Mien Liao, Guan-Liang Chen, Chiu-Tien Hsu, Yu-Hui Liu, Lee-Lan Cheng, Xiong-Chun Chan, Hui-Chuan Wei","doi":"10.1080/03601277.2023.2270874","DOIUrl":"https://doi.org/10.1080/03601277.2023.2270874","url":null,"abstract":"ABSTRACTConsidering the significance of lifelong learning in advancing active aging in aging societies, the ability to engage in self-directed learning plays a crucial role for adults. There are many self-directed learning (SDL) tools available that measure the SDL abilities of nursing students and healthcare professionals. However, fewer SDL tools specifically designed for middle-aged and older adults have been developed. The purpose of this research was to examine and confirm the factor structure and the internal consistency of the SRSSDL-adult scale, specifically for middle-aged and older adult learners enrolled in senior learning centers. A cross-sectional method was adopted. Both Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted to assess the structural validity of the scale. The internal consistency was determined using the Cronbach’s Alpha coefficient. The results indicated that the five factors – learning needs assessment skills, learning planning skills, learning execution skills, self-assessment skills, and interpersonal skills – showed acceptable levels of reliability. The revised 25-item SRSSDL-adult scale was found to be a valid measure of middle-aged and older adults’ self-directed learning abilities in the context of senior education programs. The findings of this study have the potential to be utilized by educational institutions and educators involved in senior education programs. AcknowledgmentsThe researchers would like to thank Taiwan National Science and Technology Council for the grant MOST 110-2410-H-194-073-.Ethical approvalNational Chung Cheng University. The reference number is CCUREC110051202.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47793,"journal":{"name":"Educational Gerontology","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTOlder adults have become more dependent on using technologies to connect and communicate with others across the globe. This insight has since become more evident with the COVID-19 pandemic. While many older adults have increased their skills with these technologies, many more lack the necessary knowledge and skillset to effectively benefit from their use. To provide them with an accessible and older adult friendly digital training, in the summer of 2021, we pilot tested a brief 4-week digital literacy program to train older adults on key skills related to navigating their computer such as sending e-mails or traversing the web, etc. A convenience sample of 5 older adults volunteered for this brief intervention study in which they were to participate in a 1.5-hour intervention twice a week, for 4 weeks (8 total sessions). Topics varied from class to class. Results suggest that average computer proficiency scores were higher post intervention compared to pre-intervention. Additionally, post intervention scores were higher on computer basics, communication, and Internet subscales. All sessions were typically completed within the proposed time. The main technical issues identified were related to connecting to the digital sessions as well as navigating application interfaces across devices (i.e., differences in icons or application names between iOS and Android powered devices). Overall, these findings would suggest that older adults may be able to quickly gain digital literacy skills in a short period of time, provided that they are well supported. Disclosure statementSR received a clinician-investigator award from the Fonds de Recherche Québec Santé (FRQS) and owns shares in AIfred Health. HS has a CIHR fellowship award and an AGE-WELL award. The other coauthors have no other conflicts of interest to declare.Author contributionsConceptualization and methodology: KE, JG, SE; analysis and data curation: SE; draft preparation, writing and editing: SE, JG; supervision, project administration and funding acquisition: SR, JG, SE; substantial contribution to the critical review, commentary, and revision of the manuscript: KE, SNB, SR, HS. All authors have read and agreed to the published version of the manuscript.Additional informationFundingSources of funding for this project: CIHR [Grant # PJ8-169696]; CIHR [Grant # PJT-175191]; FRQS - [Grant # 2022-VIAP-308195]; JGH Foundation.
{"title":"Evaluation of a virtual 4-week digital literacy program for older adults during COVID-19: a pilot study","authors":"Sasha Elbaz, Johanna Gruber, Kaotar Elberhoumi, Syeda Nayab Bukhari, Soham Rej, Harmehr Sekhon","doi":"10.1080/03601277.2023.2268499","DOIUrl":"https://doi.org/10.1080/03601277.2023.2268499","url":null,"abstract":"ABSTRACTOlder adults have become more dependent on using technologies to connect and communicate with others across the globe. This insight has since become more evident with the COVID-19 pandemic. While many older adults have increased their skills with these technologies, many more lack the necessary knowledge and skillset to effectively benefit from their use. To provide them with an accessible and older adult friendly digital training, in the summer of 2021, we pilot tested a brief 4-week digital literacy program to train older adults on key skills related to navigating their computer such as sending e-mails or traversing the web, etc. A convenience sample of 5 older adults volunteered for this brief intervention study in which they were to participate in a 1.5-hour intervention twice a week, for 4 weeks (8 total sessions). Topics varied from class to class. Results suggest that average computer proficiency scores were higher post intervention compared to pre-intervention. Additionally, post intervention scores were higher on computer basics, communication, and Internet subscales. All sessions were typically completed within the proposed time. The main technical issues identified were related to connecting to the digital sessions as well as navigating application interfaces across devices (i.e., differences in icons or application names between iOS and Android powered devices). Overall, these findings would suggest that older adults may be able to quickly gain digital literacy skills in a short period of time, provided that they are well supported. Disclosure statementSR received a clinician-investigator award from the Fonds de Recherche Québec Santé (FRQS) and owns shares in AIfred Health. HS has a CIHR fellowship award and an AGE-WELL award. The other coauthors have no other conflicts of interest to declare.Author contributionsConceptualization and methodology: KE, JG, SE; analysis and data curation: SE; draft preparation, writing and editing: SE, JG; supervision, project administration and funding acquisition: SR, JG, SE; substantial contribution to the critical review, commentary, and revision of the manuscript: KE, SNB, SR, HS. All authors have read and agreed to the published version of the manuscript.Additional informationFundingSources of funding for this project: CIHR [Grant # PJ8-169696]; CIHR [Grant # PJT-175191]; FRQS - [Grant # 2022-VIAP-308195]; JGH Foundation.","PeriodicalId":47793,"journal":{"name":"Educational Gerontology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135853943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-22DOI: 10.1080/03601277.2023.2260970
Jordan M. Alpert, Bhakti Sharma, Erta Cenko, Ruben Zapata, Yashaswi Karnati, Roger B. Fillingim, Thomas M. Gill, Michael Marsiske, Sanjay Ranka, Todd M. Manini
ABSTRACTSmartwatches are a type of wearable device that enable continuous monitoring of an individual’s activities and critical health metrics. As the number of older adults age 65+ continues to grow in the U.S. so does their usage of smartwatches, making it necessary to understand the real-world uptake and use of these devices to monitor health. In this study, older adults with a relatively high level of education and digital skills were provided with a smartwatch equipped with a mobile application (ROAMM) that was worn for a median of 14 days. Usability surveys were distributed, and a qualitative analysis was performed about participants’ experience using the smartwatch and ROAMM application. Constructs from the Technology Acceptance Model and Consolidated Framework for Implementation Research were incorporated into in-depth interviews, which were recorded and transcribed. Data were analyzed using the constant comparative method. Interviews among 30 older adults revealed the following main themes: 1) familiarization with the device and adoption and acceptance, 2) factors encouraging usage, such as a doctor’s endorsement or the appeal of tracking one’s health, and 3) barriers to usage, such as insufficient education and training and the desire for additional functionality. Overall, participants found the smartwatch easy to use and were likely to continue using the device in a long-term study. Data generated from smartwatches have the potential to engage individuals about their health and could inspire them to participate more actively during clinical encounters. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by:The Data Science and Applied Technology Core of the Claude D Pepper Older Americans Independence Center at the University of Florida [P30 AG028740]. University of Florida Informatics Institute SEED Funds and the UF Clinical and Translational Science Institute, which is supported in part by the NIH National Center for Advancing Translational Sciences under award number [UL1 TR001427]. Partial funding from R21 AG059207 was used to support staff and faculty during the project; Dr. Gill was supported in part by the Yale Claude D. Pepper Older Americans Independence Center [P30AG021342].
智能手表是一种可穿戴设备，可以持续监测个人的活动和关键的健康指标。随着美国65岁以上老年人的数量持续增长，他们对智能手表的使用也在不断增加，因此有必要了解这些设备在现实世界中的使用情况，以监测健康状况。在这项研究中，研究人员为受教育程度和数字技能相对较高的老年人提供了一块配有移动应用程序(ROAMM)的智能手表，佩戴时间中位数为14天。分发可用性调查，并对参与者使用智能手表和ROAMM应用程序的体验进行定性分析。技术接受模型和实施研究统一框架的结构被纳入深度访谈，并被记录和转录。数据分析采用恒定比较法。对30名老年人的采访揭示了以下主题:1)对设备的熟悉和采用和接受;2)鼓励使用的因素，如医生的认可或跟踪健康状况的吸引力;3)使用障碍，如教育和培训不足以及对附加功能的渴望。总体而言，参与者发现智能手表易于使用，并可能在长期研究中继续使用该设备。智能手表产生的数据有可能让个人了解自己的健康状况，并可能激励他们在临床就诊时更积极地参与。披露声明作者未报告潜在的利益冲突。本研究得到了:佛罗里达大学Claude D Pepper老年美国人独立中心数据科学与应用技术核心[P30 AG028740]的支持。佛罗里达大学信息学研究所SEED基金和UF临床和转化科学研究所，该研究所由NIH国家促进转化科学中心部分支持，奖励号为[UL1 TR001427]。R21 AG059207的部分资金用于支持项目期间的教职员工;吉尔博士得到了耶鲁大学克劳德·d·佩珀美国老年人独立中心的部分支持。
{"title":"Identifying barriers and facilitators for using a smartwatch to monitor health among older adults","authors":"Jordan M. Alpert, Bhakti Sharma, Erta Cenko, Ruben Zapata, Yashaswi Karnati, Roger B. Fillingim, Thomas M. Gill, Michael Marsiske, Sanjay Ranka, Todd M. Manini","doi":"10.1080/03601277.2023.2260970","DOIUrl":"https://doi.org/10.1080/03601277.2023.2260970","url":null,"abstract":"ABSTRACTSmartwatches are a type of wearable device that enable continuous monitoring of an individual’s activities and critical health metrics. As the number of older adults age 65+ continues to grow in the U.S. so does their usage of smartwatches, making it necessary to understand the real-world uptake and use of these devices to monitor health. In this study, older adults with a relatively high level of education and digital skills were provided with a smartwatch equipped with a mobile application (ROAMM) that was worn for a median of 14 days. Usability surveys were distributed, and a qualitative analysis was performed about participants’ experience using the smartwatch and ROAMM application. Constructs from the Technology Acceptance Model and Consolidated Framework for Implementation Research were incorporated into in-depth interviews, which were recorded and transcribed. Data were analyzed using the constant comparative method. Interviews among 30 older adults revealed the following main themes: 1) familiarization with the device and adoption and acceptance, 2) factors encouraging usage, such as a doctor’s endorsement or the appeal of tracking one’s health, and 3) barriers to usage, such as insufficient education and training and the desire for additional functionality. Overall, participants found the smartwatch easy to use and were likely to continue using the device in a long-term study. Data generated from smartwatches have the potential to engage individuals about their health and could inspire them to participate more actively during clinical encounters. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by:The Data Science and Applied Technology Core of the Claude D Pepper Older Americans Independence Center at the University of Florida [P30 AG028740]. University of Florida Informatics Institute SEED Funds and the UF Clinical and Translational Science Institute, which is supported in part by the NIH National Center for Advancing Translational Sciences under award number [UL1 TR001427]. Partial funding from R21 AG059207 was used to support staff and faculty during the project; Dr. Gill was supported in part by the Yale Claude D. Pepper Older Americans Independence Center [P30AG021342].","PeriodicalId":47793,"journal":{"name":"Educational Gerontology","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1080/03601277.2023.2258051
Björn Bouwmeester Stjernetun, Jenny Hallgren, Catharina Gillsjö
Nursing students are important future health care providers to the growing number of older persons in society. However, two barriers are their common ageist attitudes and lack of interest in geriatrics. This is a concern in light of the global demand for nurses and a challenge that need to be addressed in nurse education. Age suit simulation has been shown to affect the attitudes of students toward older persons, but the important context of home is often missing from studies. Accordingly, the present study employed a quantitative approach with the goal of investigating the effects of aging simulation with an age suit in a home context as a part of experiential learning among second-year nursing students. The age simulation allowed the students to experience both specific and common health problems from the patient’s point of view in a controlled environment and a relevant context: the home. Data were collected using a questionnaire in a quasi-experimental pretest – posttest design with a control group. Results showed that the intervention had a positive effect on various aspects of the nursing students’ perspectives on caring for older persons. Work experience was associated with more positive attitudes. The control group was more negative toward geriatrics as a career choice than the intervention group. In conclusion, age suit simulation can be an innovative part of nurse education because it raises awareness and understanding of the health challenges of older persons, which are important in combating ageism among future nurses.
{"title":"Effects of an age suit simulation on nursing students’ perspectives on providing care to older persons - an education intervention study","authors":"Björn Bouwmeester Stjernetun, Jenny Hallgren, Catharina Gillsjö","doi":"10.1080/03601277.2023.2258051","DOIUrl":"https://doi.org/10.1080/03601277.2023.2258051","url":null,"abstract":"Nursing students are important future health care providers to the growing number of older persons in society. However, two barriers are their common ageist attitudes and lack of interest in geriatrics. This is a concern in light of the global demand for nurses and a challenge that need to be addressed in nurse education. Age suit simulation has been shown to affect the attitudes of students toward older persons, but the important context of home is often missing from studies. Accordingly, the present study employed a quantitative approach with the goal of investigating the effects of aging simulation with an age suit in a home context as a part of experiential learning among second-year nursing students. The age simulation allowed the students to experience both specific and common health problems from the patient’s point of view in a controlled environment and a relevant context: the home. Data were collected using a questionnaire in a quasi-experimental pretest – posttest design with a control group. Results showed that the intervention had a positive effect on various aspects of the nursing students’ perspectives on caring for older persons. Work experience was associated with more positive attitudes. The control group was more negative toward geriatrics as a career choice than the intervention group. In conclusion, age suit simulation can be an innovative part of nurse education because it raises awareness and understanding of the health challenges of older persons, which are important in combating ageism among future nurses.","PeriodicalId":47793,"journal":{"name":"Educational Gerontology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135154255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1080/03601277.2023.2259134
Hanna Ristolainen, Elisa Tiilikainen, Sirpa Kannasoja, Sari Rissanen
A complex intervention called ‘participatory group-based care management’ was developed and carried out in Central and Eastern Finland to promote older adults’ wellbeing and quality of life. This study analyses the process of the intervention using two types of qualitative data. Firstly, during the six-month intervention, 120 reflection diaries in total were written by researchers and care managers, based on their observations of the group meetings. Secondly, 24 focus group discussions were carried out with the intervention participants. Both data were analyzed jointly by using the grounded theory method to evaluate the intervention process. Based on the data, three important elements of the intervention were social support exchange, needs-based counseling, and scheduled group meetings. These elements support older people in terms of social wellbeing, resources and capacity, experiences of meaningfulness, participation and routines, and empowerment. Contextual and intervening factors related to the intervention, group tutors, and participants, are essential for achieving outcomes. The three important elements of the intervention (social support exchange, needs-based counseling, and scheduled group meetings) appear to empower some older adults and engage some of them in activities. According to the results, the effectiveness of the intervention is based on socially and individually constructed causal pathways, but the intervention should be refined before its further implementation.
{"title":"Process evaluation of a complex group-based intervention for older adults living alone","authors":"Hanna Ristolainen, Elisa Tiilikainen, Sirpa Kannasoja, Sari Rissanen","doi":"10.1080/03601277.2023.2259134","DOIUrl":"https://doi.org/10.1080/03601277.2023.2259134","url":null,"abstract":"A complex intervention called ‘participatory group-based care management’ was developed and carried out in Central and Eastern Finland to promote older adults’ wellbeing and quality of life. This study analyses the process of the intervention using two types of qualitative data. Firstly, during the six-month intervention, 120 reflection diaries in total were written by researchers and care managers, based on their observations of the group meetings. Secondly, 24 focus group discussions were carried out with the intervention participants. Both data were analyzed jointly by using the grounded theory method to evaluate the intervention process. Based on the data, three important elements of the intervention were social support exchange, needs-based counseling, and scheduled group meetings. These elements support older people in terms of social wellbeing, resources and capacity, experiences of meaningfulness, participation and routines, and empowerment. Contextual and intervening factors related to the intervention, group tutors, and participants, are essential for achieving outcomes. The three important elements of the intervention (social support exchange, needs-based counseling, and scheduled group meetings) appear to empower some older adults and engage some of them in activities. According to the results, the effectiveness of the intervention is based on socially and individually constructed causal pathways, but the intervention should be refined before its further implementation.","PeriodicalId":47793,"journal":{"name":"Educational Gerontology","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-12DOI: 10.1080/03601277.2023.2258053
Wenqian Xu, Lotta Aavikko, Eija Kärnä, Honglin Chen, Muzawir Arief, Andreas Motel-Klingebiel, Ning An
The COVID-19 pandemic has accelerated the digital transformation of Higher Education, necessitating a rapid shift from in-person to remote teaching and learning. This study investigates the experiences of doctoral students in an online Sino-Nordic summer school on aging, implemented during the pandemic. A survey was conducted to collect and analyze data on participants’ experiences and perspectives. Findings reveal three thematic areas: doctoral students’ learning needs and preferences, contextual factors affecting their learning experiences, and their adaptations to online summer school. Student participants gained diverse insights and expanded their networks, but also faced challenges such as limited social interaction and scheduling conflicts. While some students embraced the online format, most preferred in-person participation as a supplementary or alternative approach in future summer schools. Recommendations for future improvements are creating an empowering learning environment, improving strategic planning and communication among organizing institutions, involving students and stakeholders in training design and implementation, maximizing the use of online features and tools, and optimizing time management.
{"title":"Navigating the COVID-19 pandemic: Learning experiences of an online Sino-Nordic doctoral summer school on aging","authors":"Wenqian Xu, Lotta Aavikko, Eija Kärnä, Honglin Chen, Muzawir Arief, Andreas Motel-Klingebiel, Ning An","doi":"10.1080/03601277.2023.2258053","DOIUrl":"https://doi.org/10.1080/03601277.2023.2258053","url":null,"abstract":"The COVID-19 pandemic has accelerated the digital transformation of Higher Education, necessitating a rapid shift from in-person to remote teaching and learning. This study investigates the experiences of doctoral students in an online Sino-Nordic summer school on aging, implemented during the pandemic. A survey was conducted to collect and analyze data on participants’ experiences and perspectives. Findings reveal three thematic areas: doctoral students’ learning needs and preferences, contextual factors affecting their learning experiences, and their adaptations to online summer school. Student participants gained diverse insights and expanded their networks, but also faced challenges such as limited social interaction and scheduling conflicts. While some students embraced the online format, most preferred in-person participation as a supplementary or alternative approach in future summer schools. Recommendations for future improvements are creating an empowering learning environment, improving strategic planning and communication among organizing institutions, involving students and stakeholders in training design and implementation, maximizing the use of online features and tools, and optimizing time management.","PeriodicalId":47793,"journal":{"name":"Educational Gerontology","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135885284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-06DOI: 10.1080/03601277.2023.2247301
Esra Koca, D. Başer
{"title":"The attitudes of social work students toward the elderly and their empathy levels","authors":"Esra Koca, D. Başer","doi":"10.1080/03601277.2023.2247301","DOIUrl":"https://doi.org/10.1080/03601277.2023.2247301","url":null,"abstract":"","PeriodicalId":47793,"journal":{"name":"Educational Gerontology","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48754247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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