Hanna Ristolainen, Elisa Tiilikainen, Sirpa Kannasoja, Sari Rissanen
{"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":null,"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":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Gerontology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/03601277.2023.2259134","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
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.
期刊介绍:
This well-respected journal offers up-to-date original research in the fields of gerontology, adult education, and the social and behavioral sciences. Researchers from around the world will benefit from the exchange of ideas for both the study and practice of educational gerontology. Papers published in the journal will also serve as authoritative contributions to the growing literature in this burgeoning field. Educational Gerontology is the only international journal of its kind to publish twelve issues per volume year. Articles featuring outcome-based practical educational resources in gerontology for the educational professional, care provider, trainer, and student in such areas as: art, music, drama and recreational therapies; mental health, communication arts, social programs and policies; and, social work, nursing, physical and occupational therapies, financial planners, architecture and interior design, family relations and therapy, and religion and spirituality.