title: Capturing intergenerativity: the use of student reflective journals to identify learning within an undergraduate course in gerontological nursing.
abstract: The benefits of intergenerational contact between older and young adults have been demonstrated; yet, nursing programs have underexplored the potential of such relationships for enhancing student learning. This article presents an analysis of student reflective journals as part of an evaluation of an undergraduate gerontological nursing course. The course aims to create positive learning experiences by involving older adults as partners in student learning. Older adults are recruited to receive visits from a designated student to share aspects of their life and experiences. Students write reflective journals based on these visits as a method of evaluating their learning. A framework analysis of 80 journals completed by 59 students identified four major themes representing the impact of these visits on student learning: becoming aware, making connections, seeing the unique person, and valuing intergenerational relationships. The analysis suggests the relevance of the concept of intergenerativity in illuminating shared benefits of the practicum experience.
authors: Department of Nursing, Winona State University, Rochester, MN, USA. SDavies@winona.edu
authors: Susan M
authors: SM
authors: Davies
authors: Amy B
authors: AB
authors: Reitmaier
authors: Linda Reveling
authors: LR
authors: Smith
authors: Deborah
authors: D
authors: Mangan-Danckwart
mesh_terms: D000328:Adult; D000368:Aged; D005260:Female; D005851:Geriatric Nursing / Q000193:education*; D006801:Humans; D016901:Intergenerational Relations; D008297:Male; D009723:Nurse-Patient Relations; D015397:Program Evaluation; D036301:Qualitative Research; D011996:Records; D014481:United States