Post Hoc Consolidated Framework for Implementation Research (CFIR) Analysis of Older Person/Student Nurse Intergenerational Café Implementation

Abstract

AimTo determine the barriers, facilitators and effectiveness of using an intergenerational café to enable intergenerational learning.DesignImplementation science using the ‘Consolidated Framework for Implementation Research’ framework.MethodsEthical approval for this research was granted by the University of Limerick. Online intergenerational cafés were held with older people and student nurses. Original data were collected through surveys and facilitator reflections. Participants were invited post‐café to participate in the study. Student nurses (n = 50) and older people (n = 49) participated in an anonymous online survey, and facilitators (n = 7) took part in a peer focus group on planning and co‐ordinating the cafés. Post hoc ‘CFIR’ analysis comprised secondary data analysis through mapping descriptive statistics and thematically analysed data to codebooks derived from CFIR domains and constructs.ResultsBarriers and facilitators to café implementation were identified. Organisational factors are important for effective implementation. More students felt that the purpose, topics and running of the café were clear and organised. In contrast, more older people wanted additional time in the discussion groups. Technical difficulties (e.g., computer, logging on) were identified by some as a barrier to participation. Overall, having a clear purpose and topics along with an online approach facilitated implementation. All participants supported the café innovation as a way of increasing intergenerational learning. Facilitators worked effectively as a team to ensure the smooth running of the cafés. The analysis helped determine the effectiveness of the intervention.ConclusionThese cafés facilitated mutual learning and understanding and were well received by participants.Implications for the Profession and/or Patient CareIntergenerational cafés can support intergenerational learning.ImpactIntergenerational cafés facilitated intergenerational learning.Reporting MethodSRQR/EQUATOR.Patient or Public ContributionThere was no patient/public contribution.