这是一个由学生领导的跨代团队为社区中的老年人带来社交机器人和研究的批判性反映。

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Hiro Ito, Helen Banh, Karen Lok Yi Wong, Lily Wong, Sahar Allen, Lillian Hung
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引用次数: 0

摘要

促进老年人健康和福祉的知识翻译和交流需要研究人员和知识使用者之间的协作关系。学生具有独特的优势,可以参与社区活动,弥合科学与实践之间的差距。在本文中,我们强调了从我们的跨学科和代际团队对我们的经验和学习的批判性反思中吸取的关键经验教训,将LOVOT社交机器人带入我们社区的老年人参与会议。我们的批判性反思过程遵循Rolfe等人(2001)的反思框架,以三个问题为指导:(1)“什么?”,(2)“那又怎样?(3)“现在什么?”我们对集体反思进行了专题分析。从我们的批判性反思中得出了三个关键的教训:(1)我们社区和团队中老年人之间有意义的互动的价值;(2)社会长者的背景和观点的多样性;(3)支持或挑战我们社区参与会议的因素。最后,我们对未来由学生主导的社区参与会议提出了六条建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A critical reflection of an intergenerational, student-led team bringing social robots and research to older adults in the community.

Knowledge translation and exchange to promote the health and well-being of older adults requires collaborative relationships between researchers and knowledge users. Students are uniquely positioned to engage with the community and bridge these science-practice gaps. In this paper, we highlight key lessons learned from our interdisciplinary and intergenerational team's critical reflections on our experiences and learnings bringing the LOVOT social robot to engagement sessions with older adults in our community. Our critical reflection process followed the reflection framework by Rolfe et al. (2001), guided by three questions: (1) "What?", (2) "So what?," and (3) "Now what?" We conducted thematic analysis on our collective reflections. Three key learnings emerged from our critical reflections: (1) the values of meaningful interactions between older adults in our community and our team; (2) the diversity of backgrounds and perspectives of older adults in our community; and (3) factors that supported or challenged our community engagement sessions. We conclude with six recommendations for future student-led community engagement sessions.

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来源期刊
GERONTOLOGY & GERIATRICS EDUCATION
GERONTOLOGY & GERIATRICS EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.00
自引率
18.80%
发文量
47
期刊介绍: Gerontology & Geriatrics Education is geared toward the exchange of information related to research, curriculum development, course and program evaluation, classroom and practice innovation, and other topics with educational implications for gerontology and geriatrics. It is designed to appeal to a broad range of students, teachers, practitioners, administrators, and policy makers and is dedicated to improving awareness of best practices and resources for gerontologists and gerontology/geriatrics educators. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.
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