AimTo determine the barriers, facilitators and effectiveness of using an intergenerational café to enable intergenerational learning.DesignImplementation science using the ‘Consolidated Framework for Implementation Research’ framework.MethodsEthical approval for this research was granted by the University of Limerick. Online intergenerational cafés were held with older people and student nurses. Original data were collected through surveys and facilitator reflections. Participants were invited post‐café to participate in the study. Student nurses (n = 50) and older people (n = 49) participated in an anonymous online survey, and facilitators (n = 7) took part in a peer focus group on planning and co‐ordinating the cafés. Post hoc ‘CFIR’ analysis comprised secondary data analysis through mapping descriptive statistics and thematically analysed data to codebooks derived from CFIR domains and constructs.ResultsBarriers and facilitators to café implementation were identified. Organisational factors are important for effective implementation. More students felt that the purpose, topics and running of the café 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 café innovation as a way of increasing intergenerational learning. Facilitators worked effectively as a team to ensure the smooth running of the cafés. The analysis helped determine the effectiveness of the intervention.ConclusionThese cafés facilitated mutual learning and understanding and were well received by participants.Implications for the Profession and/or Patient CareIntergenerational cafés can support intergenerational learning.ImpactIntergenerational cafés facilitated intergenerational learning.Reporting MethodSRQR/EQUATOR.Patient or Public ContributionThere was no patient/public contribution.

中文翻译：

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老年人/学生护士代际咖啡馆实施的事后实施研究综合框架 （CFIR） 分析


目的确定使用代际咖啡馆实现代际学习的障碍、促进因素和有效性。设计使用“实施研究综合框架”框架的实施科学。方法利默里克大学批准了这项研究的伦理批准。与老年人和学生护士一起举办了代际在线咖啡馆。原始数据是通过调查和辅导员反思收集的。参与者在咖啡馆后被邀请参加这项研究。学生护士 （n = 50） 和老年人 （n = 49） 参加了一项匿名在线调查，辅导员 （n = 7） 参加了关于规划和协调咖啡馆的同行焦点小组。事后“CFIR”分析包括通过映射描述性统计进行二次数据分析，并将主题分析数据映射到源自 CFIR 域和结构的密码本。结果确定了咖啡馆实施的障碍和促进因素。组织因素对于有效实施非常重要。更多的学生认为咖啡馆的目的、主题和经营是清晰和有组织的。相比之下，更多的老年人希望在讨论组中有更多的时间。一些人认为技术困难（例如，计算机、登录）是参与的障碍。总体而言，拥有明确的目标和主题以及在线方法有助于实施。所有参与者都支持咖啡馆创新，将其作为增加代际学习的一种方式。辅导员作为一个团队有效地工作，以确保咖啡馆的顺利运营。该分析有助于确定干预的有效性。结论这些咖啡馆促进了相互学习和理解，受到了参与者的好评。对专业和/或患者护理的影响代际咖啡馆可以支持代际学习。影响代际咖啡馆促进了代际学习。报告方法SRQR/EQUATOR。患者或公众贡献没有患者/公众贡献。