The current study examined teaching modalities used by college students participating in an intergenerational, service-learning program that helps older adults learn technology and described reasons for older adults' continued participation in this program. Qualitative data analysis was completed using student-maintained observation logs from approximately 200 older participants. Several different teaching modalities used by student mentors were identified, including observing and listening, writing down information or creating visual aids, explaining the significance and simplifying materials, using repetition/review, and using hands-on learning. Multiple reasons for older adults' continued participation were identified, including continued progress on one topic or device; multiple topics for advanced use; learning multiple modalities to get connected; and continued learning through take-a-ways, practice, and homework. Service-learning programs can help educate health and human service professionals on best practices for working with older adults. [ Journal of Gerontological Nursing, 46 (1), 14–20.]

Ageism is a societal concern that greatly affects the social, emotional, physical, and mental health of older adults. One way to decrease ageist attitudes and improve the treatment of older adults is to address and improve age stereotypes among young adults. Using data from students participating in an intergenerational digital-learning program, the present study investigated change in students’ stereotypes of older adults and aging. We examined change from pre- and post-scores in student attitudes toward older adults and the type of adjectives used to describe older adults. We also analyzed responses to open-ended questions about changes in perception of older adults and aging and interest in working with older adults. Findings showed that: (1) Students’ attitudes improved following participation in the program; (2) students used fewer negative words to describe older adults following participation; (3) answers to open-ended questions demonstrated that many students improved their perceptions of older adults; and (4) many students showed increased interest in working with older adults in their future careers. Programs that reduce age stereotypes should be promoted in order to reduce young people’s harmful ageist stereotypes, ensure respectful treatment of older adults in all workplace and social situations, and increase interest in aging-related fields.

Older adults learning technology in an intergenerational program: Qualitative analysis of areas of technology requested for assistance. Gerontechnology 2019;18(2):97-107; https://doi.org/10.4017/gt.2019.18.2.004.00 Adults 65 and older are adapting to technology at a slower rate compared to the overall population. Research has shown that programs can assist older adults in learning and embracing technology. However, little information exists about what specific forms of technology older adults are interested in learning and for what purposes. To describe areas of technology older adults are interested in learning and why this study examined qualitative data from an intergenerational service-learning program in which students in higher education assist and mentor older adults with and about technology that older adults want to learn. Data was analyzed from in-depth observation logs maintained by students after each educational session. Eight themes emerged related to areas of technology older adults were interested in learning about: basic functions, staying connected, organization, leisure, managing photos, productivity, managing money, and health. Of the 827 total phrases coded, the top themes related to technology use were: basic function (28%), staying connected (23%), and organization (15%). The majority of older adults requested help with their devices' basic functions, including an orientation to mobile devices, tablet and/or computer, making tactile functions easier, creating accounts, setting and restoring passwords, and understanding basic cyber security. Findings from this study reinforce that older adults are interested in learning the technology basics, which may lead to utilization of technology for social, civic, and productive engagement purposes in addition to managing health. This study provides valuable information for organizations that help older adults learn technology and for entities that design technology or want to increase technology adoption for older adults.

This study examined the relationship of physical activity (PA) and dietary quality to android fat composition and distribution using a national representative adult sample and determined sex-based differences in these relationships. It is a cross-sectional (n = 10,014) analysis of the 2011–2018 National Health and Nutrition Examination Survey and the US department of Agriculture’s Food Patterns Equivalents datasets. Variables utilized for this analysis include PA, 24-h dietary recalls, android percent fat, and android-gynoid (A/G) ratio measured by dual-energy X-ray absorptiometry. Multiple linear regression was performed to examine the relationship between PA and/or dietary quality and android percent fat and A/G ratio adjusted for confounding factors. The study results revealed that PA and/or dietary quality were inversely related to android percent fat and A/G ratio (p < 0.05), but the sex effect was only seen between PA and A/G ratio (p = 0.003). Participants who met PA recommendations and had higher dietary quality had 2.12% lower android fat than those who did not meet PA recommendations and had lower dietary quality (p < 0.001). Both PA and dietary quality are associated with android fat reduction regardless of sex. Given the direct connection between android fat and cardiovascular and metabolic diseases, it is important to increase both PA and dietary quality.