Themes regarding the intervention characteristics emerged including, relative advantage (i.e., advantage of using pal cards versus an alternate intervention), adaptability (i.e., how well the pal cards can be altered to meet community needs), and complexity (i.e., perceived difficulty of pal card usage). participants voiced the simplicity and benefit of pal card implementation within their communities for both staff and residents alike. implications for policy and practice will be discussed. understanding processes needed to successfully implement pal cards in nursing homes. megan kelley , miranda kunkel , reese moore , kamryn kasler , lexi talmage , alexandra heppner kimberly van haitsma , and katherine abbott , 1. miami university, oxford, ohio, united states, 2. pennsylvania state university, university park, pennsylvania, united states background: the cfir process domain can be used to evaluate practices that are associated with successful or un- successful implementation. the purpose of this study was to understand the processes that led to successful implementa- tion of the pal card qip during the height of the pandemic from the provider champion’s perspective

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  • who: from the SESSION , (SYMPOSIUM) MAKING CLASSROOMS MORE AGE-FRIENDLY: STRATEGIES FOR INTERGENERATIONAL EXCHANGE Chair: Joann Montepare Co-Chair: Kimberly Farah Discussant: Lisa Borrero Aging populations are reshaping how we think about teaching and learning in higher educationAs a result, educational opportunities for intergenerational exchange are on the rise with the growth of the Age-Friendly University (AFU) initiative. Endorsed by GSA`s Academy for Gerontology in Higher Education, the AFU principles call for promoting intergenerational exchange to facilitate the reciprocal sharing of expertise between learners of all ages. Age diverse classrooms and learning spaces have distinctive . . .

     

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