Abstract
The benefits of intergenerational contact between older and younger adults have been demonstrated, yet nursing programmes have generally failed to build upon this potential. Nursing students have been deterred from identifying gerontological nursing as a career choice because of poor placement experiences, suggesting a need to develop practicum placements that reveal the potential impact of nursing when working with older adults. This study describes an evaluation of a partnership approach to learning involving nursing students and older adults. To explore the ways in which the practicum component of a course in gerontological nursing, incorporating sequential visits with an older adult, contributes to undergraduate nursing students' and older adults' understanding of experiences of ageing. To identify the benefits and challenges of participating in the course from the perspective of student nurses and older adults. Illuminative evaluation. Data were drawn from the experiences of two cohorts of students who completed the programme in 2010/2011. Semistructured interviews were conducted with 32 students and with 22 older adults who participated in the programme. Eighty reflective journals completed by a sample of 59 students following visits with their designated older adult were also analysed. All data were analysed using the 'framework' approach. Four shared themes were identified across the data sets: becoming aware of generational experiences, seeing the unique person, valuing the relationship and discovering intergenerativity. These themes illuminated the shared benefits of the practicum experience. Structured conversations between nursing students and older adults within the context of a focused course in gerontological nursing enable the development of mutually beneficial intergenerational relationships. Involving older adults as education partners in undergraduate nursing programmes has benefits for all participants and could form a valuable component of any undergraduate nursing programme.
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