Opportunities For Shared Learning Research Articles

Coaching During Student Teaching: Using Self-Regulated Learning to Improve Questioning Skills for Preservice Science Teachers

ABSTRACT Although student teaching plays a crucial role in teacher preparation programs, limited research has examined the specific features of this experience that positively impact preservice science teachers’ (PSTs) questioning competency. This multi-case study contributes to the existing body of research by presenting findings from an initiative in a teacher preparation program that integrates self-regulated learning (SRL) into professional learning (PL) and coaching to improve PSTs’ questioning skills. Despite variability in their initial SRL skills, all participating PSTs experiened shared learning opportunities related to asking higher-level cognitive questions. The PL and coaching during student teaching appeared to contribute to PSTs’ improvement in different aspects of asking questions. Coaching, in particular, enhanced PSTs’ application of strategies learned in the PL and facilitated learning from the act of teaching. The findings suggest that to help PSTs develop to ask higher-level cognitive questions, teacher preparation programs need to provide detailed, memorable, and theory-grounded descriptions of questioning techniques. In addition, integrating SRL processes into coursework and coaching can significantly enhance PSTs’ learning from teaching experience.

Asset Based Community Development: Co-Designing an Asset-Based Evaluation Study for Community Research

This paper responds to challenges around how to generate robust evidence in keeping with the principles of an asset-based approach based on mobilization of community strengths. The design of a collaborative evaluation of a multi-site Asset Based Community Development program is described and emergent learning discussed. A qualitative mixed method design was used to capture changes at community and program level drawing on diverse sources of evidence. Shared principles on the conduct of the evaluation were developed with program leads and community practitioners and opportunities for shared learning were built in. The paper distils learning on evaluation into six design features including the asset-based model as a framework, understandings of evidence and outcomes, ethical conduct, and the centrality of a collaborative and developmental approach. The paper concludes that these features form a coherent approach to asset-based evaluation which can link the theory and practice of Asset Based Community Development.

Exploring school food provision programs and links to local foods in Pacific Island countries

Providing access to food in schools can serve as a platform for food system transformation, while simultaneously improving educational outcomes and livelihoods. Locally grown and procured food is a nutritious, healthy, and efficient way to provide schoolchildren with a daily meal while, at the same time, improving opportunities for smallholder farmers(1). While there is significant potential for school food provision activities to support healthy dietary behaviours in the Pacific Islands region, there is limited evidence of these types of activities(2), including scope and links to local food production in the region. Therefore, the aim of this scoping study was to understand the current state of school food activities (school feeding, gardening and other food provision activities) and any current, and potential links to local agriculture in the Pacific Islands. A regional mapping activity was undertaken, initially covering 22 Pacific Island countries. The mapping included two steps: 1) a desk based scoping review including peer-reviewed and grey literature (2007-2022) and 2) One-hour semi-structured online Zoom interviews with key country stakeholders. Twelve sources were identified, predominately grey literature (n = 9). Thirty interviews were completed with at least 1 key stakeholder from 15 countries. A variety of school food provision activities were identified, including school feeding programs (n = 16, of varying scale), programs covering both school feeding and school gardens (n = 2), school garden programs (n = 12), and other school food provision activities (n = 4, including taste/sensory education, food waste reduction, increasing canteen capacity for local foods, supply chain distribution between local agriculture and schools). Existing links to local agriculture varied for the different programs. Of the 16 school feeding programs, 8 had a requirement for the use of local produce (policy requirement n = 6, traditional requirement from leaders n = 2). Of the 12 school garden programs, 6 used local or traditional produce in the garden and 5 involved local farmers in varying capacities. Challenges to linking local agriculture into school food provision programs were reported for 17 activities and were context dependent. Common challenges included limited funding, inflation, Covid-19, inadequate produce supply for the scale of program, limited farmer capacity, limited institutional support for local produce, low produce storage life, climatic conditions and disasters, water security, delayed procurement process, and limited professional development and upskilling opportunities. Modernisation and colonisation of food systems resulting in a preference for hyperpalatable foods and challenges in incorporating local produce in a way that is accepted by students was also identified as a challenge. This evidence can be used to develop a pathway to piloting and implementing models of school food provision programs and promoting opportunities for shared learning and collaboration with key stakeholders across the Pacific Islands region.

A landscape analysis of the key global stakeholders working on interventions around preterm birth that improve neonatal mortality and morbidity.

Background Over a decade after the landmark ‘Born too Soon’ report, preterm birth remains a leading cause of under-five mortality. Addressing its global burden is key to meeting United Nations Sustainable Development Goal 3; to end preventable deaths of newborns and children by 2030. We conducted a landscape analysis to explore the types of organisations addressing preterm birth, highlight the scope of interventions and initiatives, and identify gaps and opportunities for shared learning. Methods We combined google searches with citation searching, and opinion of experts in child health, to identify the major global stakeholders working to improve outcomes of preterm birth, with evidence of activity since 2012. We conducted a thematic analysis and narrative synthesis of key stakeholder websites to categorise their functions and priorities, and the types of interventions they were implementing. Results A total of 38 key organisations and 28 interventions were derived from the searches. Organisations were thematically grouped into knowledge sharing (n = 15), knowledge production (n = 12), funders (n = 6), legislation and advocacy (n = 15), implementer (n = 14) and network organisations (n = 11). Interventions covered a wide scope of functions including education (n = 11), research (n = 10), resources (n = 7), legislation (n = 2), and health systems (n = 2) interventions. The majority of global stakeholders were funded from and headquartered within high-income settings. Discussion There is scope for significant learning across global stakeholders, in particular to support carers in low-resource settings. Further opportunities for impact include a need for community-based initiatives and whole systems approach that address the long-term needs of preterm babies and their families, particularly in low- and middle-income countries (LMIC) settings. Greater knowledge production and funding from LMICs is needed to create contextually relevant resources and address implementation challenges.

The value of implementing a nursing and midwifery clinical accreditation programme at two NHS trusts.

Unit/ward accreditation programmes have been widely implemented by nursing and midwifery teams across healthcare providers in the UK over the recent years and have many associated benefits. These include promoting quality improvement on a wider scale across the organisation, strengthening oversight and accountability of quality and safety from ward to board and vice versa, promoting shared learning, and providing opportunities for sharing and celebrating excellence. The Royal Wolverhampton NHS Trust and Walsall Healthcare NHS Trust have recognised the value of this approach, launching a clinical accreditation programme in April 2023. This initially focused on nursing and midwifery, with plans to widen the approach to other disciplines and specialist teams. Up to the time of writing, 56 visits had been undertaken with 30 clinical areas accredited. The remaining visited areas are awaiting their accreditation outcome. The approach has positively contributed to improvements in patient outcomes, such as more patient observations being completed on time, a reduction in patient falls and improvements in pressure ulcers. Colleagues participating in the programme and frontline staff working in the clinical areas assessed have reported how positive the approach has been, providing opportunities for shared learning and celebrating excellence.

Walking through the Fire

Women involved in sex work experience high rates of abuse often from multiple perpetrators. This study examined the impacts of a novel community-based program addressing the intersecting issues of sex work and abuse using a coercive control framework. Five years of qualitative data from 88 women and 20 peer facilitators revealed complex histories of trauma that deeply impacted women’s capacity for healing. Results also showed that the group program created opportunities for shared learning, a sense of community and relationship equity. Follow-up supports are necessary to sustain and build on the program successes and for long-term safety-related empowerment.

Causes of maternal deaths in Sierra Leone from 2016 to 2019: analysis of districts’ maternal death surveillance and response data

IntroductionSierra Leone is among the top countries with the highest maternal mortality rates. Although progress has been made in reducing maternal mortality, challenges remain, including limited access to skilled care...

Community-building for educational equity: fostering relationships between schools and refugee families

This paper seeks to understand how one community-based organization, City of Refuge (COR), bridges relationships between refugees and local public and private schools through the work of a K-12 school liaison. Specifically, this research is interested how the liasion1) builds or enhances recognition for refugees in schools to overcome misrecognition or denial of recognition of refugees’ access to education, and 2) the skills and practices she uses to do so. This paper presents the results from a fourteen-month long study that takes a microethnographic approach to case study. The findings show that the liaison attended to basic impediments to refugee students’ educational access; capitalized on pre-established relationships and networks in the community to increase the flow of information to refugee families and connect them with school personnel and resources; and educated teachers and school staff about the refugee communities and also shared learning opportunities with refugee families. The findings in this paper highlight that refugees are still denied recognition of respect and self-esteem, even in districts experienced in working with a variety of immigrant populations. This study provides evidence that liaisons for CBOs who have insights into the varying contexts and natures of schools and communities can be assets to identify how and where gaps exist so that appropriate support can be implemented.

Service-learning as anti-oppressive practice: Promoting partnerships to advance the Christian mission to serve the least of these

Service-learning, especially from a critical perspective, is a method of education that aims to bring students into relationships with community members to foster mutual understanding and give opportunity for shared learning and service. Universities that are compelled by their faith to seek justice may be the most effective at implementing service-learning programs when they are grounded in the justice and love of God. Herein, I report on a service-learning program that aims to advance the Christian mission by serving the least of these. I discuss lessons learned along the way and give examples from our partners.

Experiences of ‘virtual’ occupational therapy service delivery in Wales

Introduction: COVID-19 accelerated the implementation of virtual working at pace, which carries the risk of missed opportunities for shared learning across organisations and services. This study therefore investigated the experiences of ‘virtual working’ among occupational therapy (OT) staff and students in Wales. The objectives were to establish the meaning of virtual working for occupational therapists (OTs), identify the perceived advantages and disadvantages of the technologies used to support virtual working and explore the specific contextual factors that impact on service delivery. Method: An online questionnaire was completed by 191 registered and unregistered OT staff and students working in Wales, and 11 semi-structured interviews were conducted in a convergent mixed methods design. Results and Findings: The questionnaire data confirmed that the use of virtual working has increased and impacts all areas of service delivery. The semi-structured interviews identified three themes: the art of OT, keeping doors open and looking forward. Conclusion: Virtual working can improve access to services, but one size does not fit all and its use in person centred care should be carefully considered. Virtual working should not compromise high quality service provision and the risks of virtual working to staff’s mental and physical health needs to be considered.

A7‘We are all here to learn’ – an interpretative phenomenology analysis study of the lived experiences for clinical nurse educators facilitating interprofessional simulation-based education

There is a plethora of research on the benefit of a collaborative learning amongst participants in inter-professional education and simulation-based education [1,2]. It would be insightful to explore how this concept of shared learning extends to the faculty members facilitating these educational sessions. From the perspective of the clinical nurse educator, this research study offers a unique insight into the nature of the collaborative teaching experience, processes of knowledge acquisition, and transferability of learning and their influence on both clinical and teaching practice. To illuminate the lived experiences of clinical nurse educators facilitating inter-professional simulation-based education (IPSBE) to gain deeper insight into how this approach can influence their future practice. An interpretative phenomenology analysis (IPA) was chosen as the qualitative research approach for this study as it sought to illuminate the experiences of clinical nurse educators through the interpretation and validation of their unique ‘first-hand’ experiences. A small purposive sample of clinical nurse educators who facilitated IPSBE was recruited to take part in semi-structured interviews. Data were inductively analysed using a systematic, step-by-step approach, generating meaningful themes and concepts that can be applied to the context of practice [3]. Four master concepts were derived from the interpretative analysis of the interviews: ‘looking at things through a different lens’; the centrality of the debrief; ‘we are actually learning all the time’ and personal and professional growth. It was evident from the interviews that the clinical nurse educators learned from the participants and fellow faculty members when facilitating IPSBE. There was a recognition of the significance and importance of working, learning and teaching together. IPSBE creates a safe space for learning that promotes an opportunity for shared learning to occur which can positively influence inter-professional relationships and practices, which can influence patient care and safety. In addition, the clinical nurse educators expressed that their experiences had enabled them to develop a deeper insight, understanding and respect for educational theory that underpins adult learning which has been transformational to their teaching practices. IPSBE creates a safe space for learning that promotes an opportunity for shared learning amongst faculty to occur which can positively influence inter-professional relationships and practices. These positive team-based behaviours are transferable to educational and clinical practice. The detailed analysis and interpretation of the research findings led to recommendations for practice, education, policy and research. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Nurse engagement in antibiotic time-outs: The collaborative process of leveraging design to disseminate research findings.

Research findings and knowledge translation are typically disseminated via presentations at professional meetings and publication in peer-review journals. However, other opportunities to translate research evidence into practice exist, including the use of visual cues. The aim of this paper is to describe the collaborative process of translating key research findings into a clear and compelling visual communication tool. As part of a multimodal research dissemination strategy, the researchers partnered with the University Health Communication Design Program faculty to develop a visual communication strategy to promote the use of antibiotic time-outs by nurses in a health system. An environmental poster was identified as an appropriate mode of communication for its potential to convey a message quickly, impactfully, and economically. Five-step systematic approach, including feedback from end-users. To augment our research dissemination strategy, an action-oriented visual communication tool in the form of a 36x48 inch poster was created within four weeks and placed in the work environment. Unit nursing leaders and staff decided on poster locations for maximum nurse engagement with the message. Creating visual communication to display scientific information is an important skill, but most nurse researchers never receive any formal training that encourages participation in collaborative development of visual communication tools. Our collaboration, was iterative, reflective, and provided a unique opportunity for shared learning. Partnering with health communication designers to expand research reach and impact is invaluable and should be considered as part of a dissemination strategy. Clinical nurses' benefit from 'seeing' the science narrowed to a simple message in order to spark dialogue or remind them what they need to 'do'.

Transforming Medical Education and Training

In the ever-evolving field of medicine, it is crucial for medical education and training to keep pace with advancements in healthcare. Innovative approaches to medical education are essential to equip future healthcare professionals with the knowledge, skills, and competencies required to navigate complex medical landscapes. As we strive for excellence in healthcare delivery, it is time to embrace new paradigms in medical education and training that leverage technology, interdisciplinary collaboration, and learner-centered approaches.
 One promising avenue for innovation in medical education is the integration of technology. The digital era has revolutionized how we access information and interact with the world, and medical education should be no exception. Virtual reality (VR), augmented reality (AR), and simulation-based training can provide immersive learning experiences, allowing students to practice complex procedures and develop clinical skills in a safe and controlled environment. Online platforms and mobile applications can enhance self-directed learning, offer interactive modules, and facilitate global collaboration among medical students and professionals. By harnessing the power of technology, medical education can transcend geographical boundaries, promote lifelong learning, and foster a culture of innovation.
 Furthermore, interdisciplinary collaboration has become increasingly crucial in modern healthcare, and medical education should reflect this reality. Collaborative learning experiences that bring together students from various healthcare disciplines, such as medicine, nursing, pharmacy, and allied health professions, can promote a holistic understanding of patient care and enhance teamwork and communication skills. Interprofessional education (IPE) initiatives can create opportunities for shared learning, breaking down professional silos and fostering a collaborative healthcare ecosystem. By embracing interdisciplinary approaches, medical education can prepare future healthcare professionals to work effectively in multidisciplinary teams, ultimately leading to improved patient outcomes and healthcare delivery.
 Lastly, learner-centered approaches that prioritize individualized learning and active engagement can revolutionize medical education. Traditional didactic lectures are giving way to interactive and problem-based learning methods that encourage critical thinking, clinical reasoning, and application of knowledge. Small group discussions, case-based learning, and flipped classrooms are examples of learner-centered approaches that encourage active participation and foster deeper understanding. Additionally, incorporating reflective practice, mentorship programs, and real-world clinical experiences can enhance the professional and personal development of medical students, promoting empathy, resilience, and ethical decision-making.
 In conclusion, embracing innovative approaches to medical education and training is imperative to ensure that healthcare professionals of tomorrow are well-equipped to meet the challenges of a rapidly evolving healthcare landscape. By leveraging technology, fostering interdisciplinary collaboration, and adopting learner-centered approaches, we can revolutionize medical education and create a generation of healthcare professionals who are adaptable, skilled, and committed to providing patient-centered care. As we navigate the future of healthcare, let us embrace innovation and continuously strive to enhance medical education to shape a healthier and brighter future for all.

A landscape analysis of the key global stakeholders working on interventions around preterm birth that improve neonatal mortality and morbidity.

Background Over a decade after the landmark ‘Born too Soon’ report, preterm birth remains a leading cause of under-five mortality. Addressing its global burden is key to meeting United Nations Sustainable Development Goal 3; to end preventable deaths of newborns and children by 2030. We conducted a landscape analysis to explore the types of organisations addressing preterm birth, highlight the scope of interventions and initiatives, and identify gaps and opportunities for shared learning. Methods We combined google searches with citation searching, and opinion of experts in child health, to identify the major global stakeholders working to improve outcomes of preterm birth, with evidence of activity since 2012. We conducted a thematic analysis and narrative synthesis of key stakeholder websites to categorise their functions and priorities, and the types of interventions they were implementing. Results A total of 38 key organisations and 28 interventions were derived from the searches. Organisations were thematically grouped into knowledge sharing (n = 15), knowledge production (n = 12), funders (n = 6), legislation and advocacy (n = 15), implementer (n = 14) and network organisations (n = 11). Interventions covered a wide scope of functions including education (n = 11), research (n = 10), resources (n = 7), legislation (n = 2), and health systems (n = 2) interventions. The majority of global stakeholders were funded from and headquartered within high-income settings. Discussion There is scope for significant learning across global stakeholders, in particular to support carers in low-resource settings. Further opportunities for impact include a need for community-based initiatives and whole systems approach that address the long-term needs of preterm babies and their families, particularly in low- and middle-income countries (LMIC) settings. Greater knowledge production and funding from LMICs is needed to create contextually relevant resources and address implementation challenges.

Emergency department utilization, admissions, and revisits in the United States (New York), Canada (Ontario), and New Zealand: A retrospective cross-sectional analysis.

Emergency department (ED) utilization is a significant concern in many countries, but few population-based studies have compared ED use. Our objective was to compare ED utilization in New York (United States), Ontario (Canada), and New Zealand (NZ). A retrospective cross-sectional analysis of all ED visits between January 1, 2016, and September 30, 2017, for adults ≥18 years using data from the State Emergency Department and Inpatient Databases (New York), the National Ambulatory Care Reporting System and Discharge Abstract Data (Ontario), and the National Non-Admitted Patient Collection and the National Minimum Data Set (New Zealand). Outcomes included age- and sex-standardized per-capita ED utilization (overall and stratified by neighborhood income), ED disposition, and ED revisit and hospitalization within 30 days of ED discharge. There were 10,998,371 ED visits in New York, 8,754,751 in Ontario, and 1,547,801 in New Zealand. Patients were older in Ontario (mean age 51.1 years) compared to New Zealand (50.3) and New York (48.7). Annual sex- and age-standardized per-capita ED utilization was higher in Ontario than New York or New Zealand (443.2 vs. 404.0 or 248.4 visits per 1000 population/year, respectively). In all countries, ED utilization was highest for residents of the lowest income quintile neighborhoods. The proportion of ED visits resulting in hospitalization was higher in New Zealand (34.5%) compared to New York (20.8%) and Ontario (12.8%). Thirty-day ED revisits were higher in Ontario (27.0%) than New Zealand (18.6%) or New York (21.4%). Patterns of ED utilization differed widely across three high-income countries. These differences highlight the varying approaches that our countries take with respect to urgent visits, suggest opportunities for shared learning through international comparisons, and raise important questions about optimal approaches for all countries.

Literacy Intervention in Secondary Schools Exploring Educators’ Beliefs and Practices about Supporting Adolescents’ Literacy Learning

There is a need to better understand the complex landscape of adolescent literacy intervention as a shared responsibility across all educational stakeholders. To address this need, we examined the self-reported literacy beliefs and practices about secondary readers and literacy intervention among a group of educators (including administrators, teachers, and specialists) who participated in a year-long professional learning series focused on providing adolescents with rich and responsive literacy learning opportunities. We found that educators’ beliefs and practices shifted as they developed shared understandings of asset-based mindsets and ways of supporting students’ situated literacy learning and comprehension within disciplinary contexts. We offer suggestions for how to create shared learning opportunities for educators across roles and discuss implications for future research.

Challenges in implementing GP clusters in Scotland: a qualitative study comparing the views of senior primary care stakeholders in 2016 with those in 2021.

Formation of GP clusters began in Scotland in April 2016 as part of a new Scottish GP contract. They aim to improve the care quality for local populations (intrinsic role) and the integration of health and social care (extrinsic role). To compare predicted challenges of cluster implementation in 2016 with reported challenges in 2021. Qualitative study of senior national stakeholders in primary care in Scotland. Qualitative analysis of semi-structured interviews with 12 senior primary care national stakeholders in 2016 (n = 6) and 2021 (n = 6). Predicted challenges in 2016 included balancing intrinsic and extrinsic roles, providing sufficient support, maintaining motivation and direction, and avoiding variation between clusters. Progress of clusters in 2021 was perceived as suboptimal and was reported to vary significantly across the country, reflecting differences in local infrastructure. Practical facilitation (data, administrative support, training, project improvement support, and funded time) and strategic guidance from the Scottish Government was felt to be lacking. GP engagement with clusters was felt to be hindered by the significant time and workforce pressures facing primary care. These barriers were considered as collectively contributing to cluster lead 'burnout' and loss of momentum, exacerbated by inadequate opportunities for shared learning between clusters across Scotland. Such barriers preceded, but were perpetuated by, the impact of the COVID-19 pandemic. Apart from the COVID-19 pandemic, many of the challenges reported by stakeholders in 2021 were predicted in 2016. Accelerating progress in cluster working will require renewed investment and support applied consistently across the country.

Relationships are the key to a successful publicly funded homebirth program, a qualitative study

BackgroundIn Australia, publicly-funded homebirth is a relatively new option for women and their families. Two years after the inception of two publicly funded homebirth services in Victoria in 2009, a study found that midwives’ experiences were more positive than doctors. There is no recent evidence on the perspectives of midwives and doctors of publicly-funded homebirth programs. AimTo explore the experiences of midwives and doctors participating in or supporting one publicly-funded homebirth program in Australia. MethodsAn interpretive descriptive approach was used following individual in-depth interviews via ‘Zoom’. Participants included midwives and doctors who provide or support the homebirth service at a large metropolitan health service in Melbourne’s western suburbs. Data were thematically analysed. FindingsInterviews were conducted with 16 homebirth midwives, six hospital-based midwives, and nine doctors. One central theme and three sub-themes demonstrate that effective relationships are critical to a successful publicly-funded homebirth program. Collaboration, teamwork, and mutual respect across professions were reported to be integral to success. The midwife-woman relationship was highly valued and especially important to provide continuity during transfers to the hospital where this occurred. DiscussionEffective relationships underpin collaborative practice and are critical for safe healthcare. Shared common learning opportunities such as simulation training sessions and multi-professional forums to discuss cases were perceived to assist the development of these relationships. ConclusionEffective relationships within and between midwives and doctors are key to collaborative practice, which underpins a successful publicly-funded homebirth service. Health services can support this by maintaining a respectful and supportive culture amongst staff.

Whither Diversion or Broadening the Bargaining Space: Why Africa Needs New Non-traditional Partners in Development Cooperation

The study seeks to develop a research agenda on why Africa needs new non-conventional partners like Viet-nam and the United Arab Emirates in Development Cooperation (DC). Existing studies have focused more on conceptual dissections of strategies towards Africa in the trendy Africa+1 summit binge overlooking the lessons and complementarities that can emerge from reciprocal direct cooperation between African countries and new non-traditional partners. The paper suggests that the United Arab Emirates (UAE) and Vietnam are offering opportunities for shared learning, technology transfer, information sharing and “learning by doing together” in agriculture trans-formation and digitalization for intra Africa trade. In proposing this avenue of thought for new non-traditional partners, the paper seeks to recenter the discourse on the specific investment needs of Africa, “putting money where Africa needs it”.

183 DEVELOPING AND FACILITATING ONLINE INTERGENERATIONAL CAFÉS

Abstract Background Many older people throughout their lives will require nursing care, consequentially most nurses will care for older people during their career. It is important that older people and student nurses are provided with shared learning opportunities so that professional caring partnerships can be nurtured and realised for mutual benefit. Intergenerational projects offer opportunities for intergenerational learning. However, few projects explore student nurse-older person dyads and how these can be integrated within undergraduate pre-registration programmes. This paper describes the development and facilitation of online older person-student nurse intergenerational cafés. Methods The project was managed by a design team comprising senior administration, lecturers in BSc Nursing programmes and a lecturer in Design for Health and Wellbeing. The ‘world café’ concept along with values of enablement and participation underpinned the design. The initiative was planned to align with a year three community care module. Regular online team meetings were held to agree the aims and outcomes for student nurse-older person cohorts, decide recruitment strategies, agree the process and format of facilitation. Older people were recruited through retirement, church, volunteer, social and sporting organisations, media and also using snowballing methods. Results Both student nurse and older person cohorts were offered support on how to access and participate in the café. Participants attended one of three online cafés hosted through Microsoft Teams. Each café followed the same format: 1) Group meeting convened with all participants; 2) Breakout small group ‘table’ discussions with student nurse-older people participants and design team facilitation; 3) The café was reconvened to whole group meeting where feedback was collated to elicit shared learning. Conclusion The initiative proved successful and there is merit in embedding intergenerational cafés into professionally accredited health care programmes. Through sharing life experiences and perspectives, intergenerational barriers can be reduced and new insights developed on person-centred gerontological care.