{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,11]],"date-time":"2026-04-11T06:46:16Z","timestamp":1775889976404,"version":"3.50.1"},"reference-count":36,"publisher":"Wiley","issue":"11","license":[{"start":{"date-parts":[[2024,11,9]],"date-time":"2024-11-09T00:00:00Z","timestamp":1731110400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"},{"start":{"date-parts":[[2024,11,9]],"date-time":"2024-11-09T00:00:00Z","timestamp":1731110400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Journal of Advanced Nursing"],"published-print":{"date-parts":[[2025,11]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Aim<\/jats:title>\n                    <jats:p>To determine the barriers, facilitators and effectiveness of using an intergenerational caf\u00e9 to enable intergenerational learning.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Design<\/jats:title>\n                    <jats:p>Implementation science using the \u2018Consolidated Framework for Implementation Research\u2019 framework.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Ethical approval for this research was granted by the University of Limerick. Online intergenerational caf\u00e9s were held with older people and student nurses. Original data were collected through surveys and facilitator reflections. Participants were invited post\u2010caf\u00e9 to participate in the study. Student nurses (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200950) and older people (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200949) participated in an anonymous online survey, and facilitators (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u20097) took part in a peer focus group on planning and co\u2010ordinating the caf\u00e9s. Post hoc \u2018CFIR\u2019 analysis comprised secondary data analysis through mapping descriptive statistics and thematically analysed data to codebooks derived from CFIR domains and constructs.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Barriers and facilitators to caf\u00e9 implementation were identified. Organisational factors are important for effective implementation. More students felt that the purpose, topics and running of the caf\u00e9 were clear and organised. In contrast, more older people wanted additional time in the discussion groups. Technical difficulties (e.g., computer, logging on) were identified by some as a barrier to participation. Overall, having a clear purpose and topics along with an online approach facilitated implementation. All participants supported the caf\u00e9 innovation as a way of increasing intergenerational learning. Facilitators worked effectively as a team to ensure the smooth running of the caf\u00e9s. The analysis helped determine the effectiveness of the intervention.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>These caf\u00e9s facilitated mutual learning and understanding and were well received by participants.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications for the Profession and\/or Patient Care<\/jats:title>\n                    <jats:p>Intergenerational caf\u00e9s can support intergenerational learning.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Impact<\/jats:title>\n                    <jats:p>Intergenerational caf\u00e9s facilitated intergenerational learning.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Reporting Method<\/jats:title>\n                    <jats:p>SRQR\/EQUATOR.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Patient or Public Contribution<\/jats:title>\n                    <jats:p>There was no patient\/public contribution.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jan.16613","type":"journal-article","created":{"date-parts":[[2024,11,9]],"date-time":"2024-11-09T05:13:51Z","timestamp":1731129231000},"page":"7791-7801","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Post Hoc Consolidated Framework for Implementation Research (\n                    <scp>CFIR<\/scp>\n                    ) Analysis of Older Person\/Student Nurse Intergenerational Caf\u00e9 Implementation"],"prefix":"10.1111","volume":"81","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6240-0315","authenticated-orcid":false,"given":"Dympna","family":"Tuohy","sequence":"first","affiliation":[{"name":"Department of 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