Exploring college students' attitudes toward older adults: A description of methods used by the gerontological literacy network

"I don't Want to Die Alone" Nurses' Perception of Ageism: A Qualitative Study

The aim of the study was to learn the perceptions and thoughts of nurses with whom older patients interact constantly. In this research, semi-structured interview was used. In a research hospital in Istanbul between March-June 2019, 16 volunteers were included in the study. Researchers led individual semi-structured interviews regarding nurses' perceptions, how they overcame those challenges, and need and expectations aging care (dying patients). All interviews were analysed using thematic analysis methods and synthesized into major themes. The research was planned based on the 32-item checklist (COREQ) guideline. Nurses (N = 16) reported three themes: (i) ageing perceptions (ii) care for dying patients, (iii) expectations and five subthemes emerged in this study. It is understood that nurses have a positive perception of ageing. In addition, nurses have expectations from the state (financial support, gerontology service etc.) and society (respectful, understanding etc.) to reduce the difficulties they experience while caring for dying patient.

An experimental investigation of a simulated online intergenerational friendship

Reducing ageism is a significant social issue. The current study involved a novel experimental examination of whether a one-time simulated online intergenerational friendship would reduce ageism. Undergraduate participants were randomly assigned to complete an interpersonal closeness exercise (the "fast friends" procedure, Aron et al., 1997; Lytle & Levy, 2015) with a confederate who used a script to answer the fast friends questions, during which they either did not reveal their age (control condition) or revealed being an older adult (age 65; experimental condition). Results indicate that experimental (vs. control) participants reported less ageism and more positive behavior (friendlier responses). These findings suggest that positive online intergenerational contact may help combat ageism. As intergenerational contact was limited before the COVID-19 pandemic and even more so during the pandemic, facilitating online intergenerational contact may be a particularly worthwhile ageism reduction strategy. Further implications of these findings and future directions are discussed.

Unusual suspects for Age-Friendly University (AFU) intergenerational classroom exchange: A classroom case study in forensic science

Intergenerational classroom activities have been used to enhance age inclusivity in higher education in the traditional aging curriculum. As ageism continues to be prevalent, there is a need to extend intergenerational contact across the curriculum. Moreover, intergenerational exchange can be an asset to content learning in diverse classrooms. As part of the Age-Friendly University (AFU) initiative that emphasizes the value of intergenerational teaching and learning, students and older adults were brought together in the present classroom case study in a forensic science course. The older adults residing in the institution's affiliated university-based retirement community (UBRC) developed a mock crime scene scenario for students to solve and engaged with students as they analyzed evidence. Students were surveyed regarding their perceived learning gains and reactions to the intergenerational activity. Students' responses indicated that the intergenerational experience had both a positive impact on content learning and the perceived value of intergenerational exchange to enhance learning in non-aging focused courses.

Facilitating Age-Conscious Student Development through Lecture-Based Courses on Aging

Ageism is pervasive and socially normalized, and population aging has created a need to understand how views of aging and of older people, typically considered to be people over the age of 65, can be improved. This study sought to understand how undergraduate students’ attitudes towards older adults and the aging process may be influenced after completing a typical, lecture-based undergraduate course on aging that lacked service-learning components. Two undergraduate student cohorts (n = 40) at two Canadian universities participated in semi-structured focus groups/interviews, describing how the course may have impacted their perceptions of the aging process and of older adults. An iterative collaborative qualitative analysis demonstrated that course content stimulated a deeper understanding of the aging process, prompting a reduction in and increased awareness of ageism, and enhanced personal connection with aging, ultimately facilitating the development of an age-conscious student. Lecture-based courses focused on aging may be sufficient to facilitate positive attitude change among undergraduate students towards older adults and the aging process.

Toward a Regional Gerontological Agenda: The Use of Empowerment Evaluation

This article describes the application of an empowerment evaluation approach to nurturing the growth and priority setting of a regional organization. A model is provided of the processes whereby the Southern Gerontological Society (SGS) identified research and service priorities by conducting a survey of stakeholder perceptions of regional needs. The survey goal was to identify important issues faced by older adults in the South as a prelude to refining SGS research and service priorities and developing its contemporary regional gerontological agenda. We trace how the survey findings were translated into actions including shaping the annual meeting program, creating new standing committees, and developing service activities. Underlying the process of developing and refining this agenda are a set of key principles that have come to characterize the operation of SGS. These principles are discussed and provide a model for comparable organizations seeking to develop agendas consistent with their mission and identity.