Background: Intergenerational learning experiences provide intentional interactions for individuals from different age groups (Pstross, et al., 2017)). These experiences provide participants with opportunities to communicate, share, and participate in learning activities together. The population of older adults in the United States is growing rapidly (United States Census Bureau, 2018), and calls for increased geriatric nursing expertise. Nursing students’ attitudes toward older adults are often negative and result in decreased interest in geriatric nursing (Hovey, Dyck, Reese, & Kim, 2017; Koehler, et al., 2016). The opportunity to change nursing students’ perspectives on older adults has the potential to increase both the quality of care older adults receive from nurses, and the number of nurses who pursue a career focused on geriatric nursing.
Methods: Informed by interpretive description (Thorne, 2008), this qualitative inquiry was completed using a convenience sample of 10 participants. Recruitment took place in a cross-listed course on healthy aging offered to pre-licensure BSN students and members of a lifelong learning institute. Participation was not required as part of any course requirement. Criteria for inclusion comprised being enrolled as an undergraduate nursing student in Healthy Aging or a lifelong learning institute member enrolled in Multigenerational Perspectives on Healthy Aging. Semi- structured focus group interviews were conducted. An inductive approach was used to analyze narrative transcripts. Demographic data were analyzed using simple quantitative analysis.
Results: Analysis of interview transcripts and field notes illustrated improved nursing students’ perspectives on older adults and aging. A similar theme was also noted for older adults’ perspectives of younger adults. The importance of social interaction within an intergenerational learning environment and the need for opportunities to challenge ageist perspectives was also illustrated.
Conclusion: Nursing students’ assumptions about older adults and aging were challenged here. Increased exposure to healthy older adults in personal and professional relationships may potentially improve nursing care for older adults and increase nursing students’ interest in gerontological nursing. Future research should examine more specifically types of intergenerational learning experiences that are most likely to improve perspectives on older adults and aging and quantitative measures that examine ageism and perspectives on caring for older adults.