Background Older people are projected to make up almost one third of the European population by 2060. Healthy and active ageing (HAA) and age-friendly society frameworks offer a method to capitalise on this increasingly older demographic. To inform a new online EU-based taught masters programme, a scoping review and subsequent multinational survey were conducted to identify potential students’ learning needs related to these frameworks. Methods The scoping review included a systematic search of four databases. Data were extracted from 32 studies, guiding the development of an anonymous online survey targeting senior undergraduates and recent graduates; future employers; relevant academics; and other key stakeholders (e.g. advocacy groups, policy-makers, and ‘expert’ older people). Participants ranked the importance of 14 broad topics and linked subtopics on a Likert scale, and suggested other key topics. Descriptive data from the first survey wave are presented. Results The scoping review revealed a literature focus on intergenerational learning, age-related design, health, attitudes towards ageing, and collaborative learning. Few studies (16%) surveyed students to determine their learning needs. While 72% of studies reported programme evaluations, most were informal/unstructured. From the 473 responses across the initial five survey participation countries (Ireland, Portugal, Greece, Austria, Slovenia), over 90% of potential students, academics, and ‘other’ stakeholders scored psychological aspects of ageing, health promotion, and social inclusion as important topics. In descending order, the workplace/retirement, human rights, physiological and social aspects of ageing, physical environment, technology, and older people in education, were next-ranked. Participants’ suggested other topics included sexual health, oral health, blue zones (regions with marked longevity), and the rights of vulnerable older people. Conclusion This study highlights the limited prior investigation into learning needs around HAA and age-friendly society, and demonstrates key stakeholder priorities for education content. The resulting European Masters in Active Ageing will commence student intake in 2023.
Background: People with dementia in acute hospitals do not routinely receive best care. The Irish National Audit of Dementia was undertaken to improve care and is based upon the English National Audit of Dementia. Audit and feedback is an effective intervention, but there is variation in the extent to which it improves care. Increasing the quality improvement capabilities of feedback recipients may lead to greater improvements in care. We sought to adapt an existing quality improvement collaborative, to support the improvement capabilities of National Audit feedback recipients, to the Irish context. The study aimed to co-design adaptations to reflect contextual differences between the English and the Irish healthcare system and to explore fidelity, affective response, and reported appropriateness, burden and effectiveness of the adapted Quality Improvement Collaborative in Ireland. Methods: We used co-design methods involving dementia clinicians from three hospitals (n=7) and interviews with healthcare workers from seven hospitals (n=8) to adapt and explore implementation of the intervention. Results: The intervention required adaptation to reflect differences in: engagement, working patterns, terminology, the actors involved and organisational structure. There was evidence that the adapted intervention generated a positive affective response, was perceived as effective and appropriate and led to fidelity of receipt and enactment. Conclusion: We describe implications for the adaptation of interventions to increase participants’ quality improvement capabilities and highlight the importance of socio-adaptive work. We distinguish between adaptation and forms of tailoring. We propose further work to explore antecedents of senior positional leader engagement, to describe the delivery of intra-group behaviour change techniques and to adapt the intervention to other clinical domains.
Background: Adaptation seeks to increase intervention fit with context, an important influence upon implementation. People with dementia in acute hospitals in Ireland do not routinely receive best care. To improve care in Ireland, we sought to adapt an existing quality improvement collaborative, to support the improvement capabilities of recipients of feedback from the Irish National Audit of Dementia. Methods: The study followed a staged process to co-design adaptations to reflect contextual differences between the English and the Irish healthcare systems, and to explore feasibility of the adapted Quality Improvement Collaborative in Ireland. We used co-design group meetings involving dementia clinicians from three hospitals, delivered the intervention virtually and interviewed healthcare workers from seven hospitals to adapt and explore the fidelity, affective response and reported appropriateness of the intervention. Results: The intervention required adaptation to reflect differences in strategic intention, ways of working and hospital social structures. There was evidence that the adapted intervention generated a positive affective response, was perceived as appropriate and led to fidelity of receipt and enactment. Conclusion: We describe implications for the adaptation of interventions to increase participants’ quality improvement capabilities and highlight the importance of socio-adaptive work. We propose further work to explore antecedents of senior positional leader engagement, to describe the delivery of intra-participant behaviour change techniques and to adapt the intervention to other clinical domains.
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