Changing Lives through Oasis Intergenerational Tutoring

As more nonprofit organizations rely on older adult volunteers to provide services, it is important to retain volunteers for an extended period of time to ensure service quality and the beneficial outcomes of volunteering. Nonprofit organizations are positioned to facilitate older adult volunteers' role performance. Based on an institutional perspective on volunteering, this study explored what institutional facilitations are needed for sustained volunteering. The sample included 401 older adult volunteers from 13 programs across the nation. Data were collected by means of self-administrated questionnaires. Institutional facilitation was captured by volunteer role flexibility, incentive, role recognition, and training. With volunteers' age controlled for, two-level hierarchical linear models were used to assess the relationship between volunteer duration (level 1 variables) and institutional facilitation (level 2 variables) in the volunteer program. Results demonstrated that a higher level of volunteering duration was associated with institutional facilitation factors of more role recognition and more training hours. Duration was also associated with less incentive. These findings suggest that certain facilitators from organizations contribute to an extended period of commitment among older adult volunteers. KEY WORDS: institutional facilitation; older adult volunteer; role recognition; sustained volunteering; training ********** As the first of approximately 77 million baby boomers have entered their 60s, nonprofit organizations are faced with unprecedented opportunities to tap this potential volunteer pool. Volunteers have made significant contributions to U.S. society. It is estimated that in 1999, 26.4 million volunteers age 55 years and over contributed more than 5.6 billion hours at a value of $77.2 billion (Independent Sector, 2004). As baby boomers age, there will be a great potential for volunteering to tackle some of the most troubling social problems, such as failing schools, environmental degradation, youth drug abuse, and child maltreatment (Morrow-Howell, 2006). Statistics demonstrate that older adult volunteers are more committed than their younger counterparts (U.S. Department of Labor, Bureau of Labor Statistics [DOL,BLS],2007) and that people increase volunteer time commitment with age up to age 75, at which point volunteer participation stabilizes (Hendricks & Cutler, 2004). As shown in a recent national survey, in 2006 those age 65 and older devoted a median of 104 hours annually, compared with a median of 52 hours across all age groups (DOL, BLS, 2007). Among all adult volunteers, older volunteers are actively involved in a wide range of volunteer activities--from mentoring at-risk school children in poor urban communities to engaging in environmental conservation activities, teaching computer skills, and providing professional services (Morrow-Howell et al., 2006). The individual benefits associated with volunteering have been well documented in the literature, especially health-related benefits to older adult volunteers. Compared with nonvolunteers, older adult volunteers are likely to experience higher levels of life satisfaction, enhanced well-being, decreased physical dependency, and lower rates of mortality (for example, Greenfield & Marks, 2004; Musick & Wilson, 2003; Van Willigen, 2000). As baby boomers reach retirement age, older volunteers who directly benefit from volunteering also represent an organizational resource with the potential to increase capacity to provide services and expand public support (Corporation for National and Community Service, 2005). Sustained volunteering is important to maintaining or improving the benefits and service quality linked with volunteering. Volunteer turnover is costly to an organization, to service delivery, and potentially to older adult volunteers themselves (Stevens, 1991).Volunteer performance and retention varies across organizations; the challenge is to assess what factors lead to retention of an individual in the volunteer role (Brudney, 1999). …

This study tested a theoretical model of volunteering benefits and examined the mechanism through which volunteering benefits older adults. This is a 2-wave study of 253 older adult volunteers serving in 10 volunteer programs. Older volunteers completed the mailed surveys in 2005 and 2006. Structural equation modeling was used to define the latent variables and to test direct and indirect relationships among organizational support, socioemotional benefits, and self-reported health. Organizational support (measured by choice of volunteer activity, training, and ongoing support) had significant direct associations with 2 latent factors of socioemotional benefits, that is, perceived contribution and personal benefits. Perceived contribution was significantly related to mental health. Additionally, older volunteers with lower socioeconomic status (SES) committed more hours and perceived more personal benefits than higher SES peers. These findings suggest that volunteer programs can provide various organizational supports to older volunteers, especially to low-SES volunteers, in order to promote the socioemotional and health benefits of volunteering to older adults. Psychological well-being of older adults can be improved through engagement in meaningful volunteer activities and contribution to others.

Older adult volunteers in schools benefit multiple generations, including older adults themselves. Given multiple positive impacts of classroom volunteering with youth in one’s later years, it is important to explore older adult volunteers’ experiences in schools. Using a phenomenological qualitative approach, 30 in-depth interviews with older adult classroom volunteers in New York State were conducted (20 in 2019 and 10 in 2024). The interviewees were recruited from the Foster Grandparent Program in the AmeriCorps Seniors, where older adults provide support and mentorship to children. The 2024 interviews included additional questions about volunteers’ experiences related to the pandemic. Interviewees included three African Americans, one Asian, and 16 White older adults (mean age: 63). Two volunteers were male. The qualitative data analyzed using a thematic analysis revealed: (1) Intergenerational engagement benefits youth and their teachers; (2) Older adult volunteers’ benefit from their social engagement in schools; and (3) The volunteers’ proposal for enhancing the Foster Grandparent Program. Findings from this study disclose that the older adult classroom volunteering offers multi-layered engagement: intergenerational engagement for children, older adults, and school professionals, as well as social engagement for older adults from having a new role and identity in later years. The older adult volunteers’ desire for social engagement were exemplified by their eagerness to return to schools during the pandemic. In an aging society, schools can play an innovative role in supporting multiple generations, including older adults, which can be understood from a social capital building perspective.

Productive activities (working and volunteering) promote older adults’ purpose in life, physical activity, and social support and may improve cognitive functioning. We hypothesized older adults working or volunteering will have higher cognition, and each productive activity will attenuate the relationship between race and cognition. We used the Health ABC study, a cohort of community-dwelling, well-functioning Black (48.4%) and White (51.6%) older adults aged 70-79 in year 1 (n=2,996). Our linear mixed-effects models included race, working or volunteering, gender, age, education, smoking, the 400-meter walk, diabetes, and racial interactions with each productive activity in year 1 and the Teng 3MS in year 11. In our working model, working and its racial interaction were not significant. Older Black vs. White adults scored -4.4 points lower; women, a high school degree or some post-secondary education, and former vs. never smokers related to higher; and each additional year of age and diabetes related to lower 3MS scores. In our volunteering model, volunteering was not significant. Older Black vs. White adults scored -5.2 points lower; women, a high school degree or some post-secondary education, and former vs. never smokers related to higher; each additional year of age and diabetes related to lower; and older Black vs. White volunteers scored 2.0 points higher 3MS scores. While racial disparities in 3MS scores existed in both models, older Black volunteers were cognitively protected. Our policy implication is to invest in older adults’ volunteering as social determinant interventions to maintain cognitive functioning and reduce racial disparities.

There is an increased interest in the promotion of volunteering within nonprofit organizations. In this paper organizational supports for recruiting and managing volunteering among older adults are explored. The paper describes an intervention comprising an intergenerational reading program delivered by volunteers in eight schools in the Republic of Ireland. The research draws on qualitative data from a mixed-methods research project (2009–2011) that evaluated outcome and process aspects of the reading program. The qualitative data was collected from a group of older volunteers aged 55 years and older. This present study frames the empirical findings within a volunteering framework that involved deductively analyzing the data using attributes associated with “volunteerability” and “recruitability.” Through this analytical framework a number of features were identified as contributing to greater knowledge of marketing strategies to recruit and retain volunteers within nonprofit organizations. The paper concludes with a set of core practice messages for organizations that rely on volunteers in the delivery of their service.

IntroductionA cross-cultural qualitative study about older portuguese and mexican adults and sexual well-being.ObjectivesSexual well-being (SWB) refers to the subjective emotional and cognitive evaluation of the quality of the individual's sexuality, it plays a relevant role in quality of life and health promotion on old age and has cross-cultural implications. The aim of this study is to analyse comparatively the perspectives of older adults on their SWB in Portugal and Mexico.MethodsData were collected from 86 Portuguese and 80 Mexican community-dwelling participants aged 65 years and older, using a semi-structured interview protocol. Older adults were inquired about their perceptions on what contributes to their sexual well-being. Socio-demographic data were also enquired. Content analysis was used to identify key themes.ResultsOutcomes indicated eight themes: eroticism, supportive relationship, positive self-concept, health and self-care, romance, active life, tenderness and care, and no pain and no pregnancy restrictions, for both samples. Eroticism was the most frequent theme reported by Portuguese participants (31.4%) and health and self-care were the most frequent theme reported by Mexican participants (26.5%).ConclusionsThe empirical results of this study indicated that SWB is strongly influenced by socio-cultural and psychosocial values. This cross-cultural comparison between Portugal and Mexico contributes to understand this concept in old age with different perspectives and place a scenario for future culture-adapted interventions and comprehensive policies.DisclosureNo significant relationships.

TODAY, ONLY 2 PERCENT OF NEW NURSE GRADUATES REPORT THAT THEY WILL SPECIALIZE IN GERONTOLOGY (AUD, BOSTICK, MAREK, & McDANIEL, 2006). Among the reasons students do not choose this specialty are a lack of effective preparation, too few faculty with certification in gerontology, and inadequate clinical experience focused on older adults (Abbey et al., 2006). The pay in long-term care, uninspiring clinical settings, and a shortage of role models are other reasons students avoid this specialty area (Abbey et al.). Adequate preparation of nursing students to care for older adults in a knowledgeable, skillful, and caring manner benefits students, clients, and society. Nursing programs are needed that help students develop more positive attitudes and a greater willingness to work with the older adult population. Students with more positive attitudes will be more understanding and accommodating when working with older adults (Kirkpatrick & Brown, 2006). Nursing curricula that offer inspiring and challenging interactions with older adults can bring about attitudinal change in students (Burbank, Dowling-Castronovo, Crowther, & Capezuti, 2006). For example, the opportunity for students to be mentored by older adult community volunteers (MacDonald & Gallant, 2007) led to students who were more empathetic, aware of ageism, and respectful of older people. The focus of gerontology courses should be on improving client function, rather than curing disease (Scott-Tilley, Marshall-Gray, Valadez, & Green, 2005), and medical model of cure must be replaced with a model of care (Quinn et al., 2004). Scott-Tilley et al. wrote about the importance of focusing on successful aging, health promotion, holistic assessments, and models of health care. The focus of this article is the development and evaluation of a two-credit, elective senior nursing course for a baccalaureate program. The course was offered for the first time in the fall of 2008 and was envisioned as an efficient method for quickly incorporating gerontology information into the curriculum. About half of the program's 48 seniors completed the course. Stand-alone courses described in the literature were examined as models for the course. Blais, Mikolay, Jedlicka, Strayer, and Stanek (2006) recommend using the literature and arts to explore how aging is discussed in those mediums. Kirkpatrick and Brown (2006) used movies to help raise issues about aging for class discussions. Burbank et al. (2006) used debates to explore issues surrounding aging and ageism. Plowfield, Raymond, and Hayes (2006) required attendance at a national gerontological conference as part of the didactic component of the course. Blais et al. recommended using Palmore's (1977) Facts on Aging Quiz as a pretest/postest to assess changes in students knowledge, attitudes, and biases. Using this assessment at the beginning of the course helps faculty address negative attitudes early on (Burbank et al., 2006). Creative Strategies for a Stand-Alone Course For the author's course, careful consideration was given to selecting a text. Mauk's Gerontological Nursing: Competencies for Care (2006), which focuses on American Association of Colleges of Nursing (AACN) and Hartford Institute for Geriatric Nursing (HIGN) competencies (2006), was selected, with journal articles used to augment the text. The HIGN Try This[R] series of assessments supplemented the readings. Assignments included teaching an older adult about a health promotion topic and having a conversation with an older adult. This involved writing a process recording of the conversation and analyzing communication techniques. After touring a community senior center, students spent three additional hours at the center, observing and interacting with the older adults and exercising with them. They then wrote a two-page reflective journal about their experience. The course focused on affective, cognitive, and psychomotor activities and assignments. …

Two Dutch undergraduate programs in applied gerontology have teamed up with older volunteers to educate students in collaborating with older adults in the field of age-friendly service development. The research question of this study was: What are the motives and meanings of the older volunteers concerning their participation in an undergraduate program? An explorative descriptive qualitative design was used to study the motives and meanings of the older volunteers through semi-structured interviews (n = 11) and a focus group interview (n = 4). Two themes and nine categories emerged: (1) Personal norms and values (categories: responsible life attitude, contribution, self-determination), (2) Personal gain (categories: intergenerational education, personal development, staying healthy, pleasure, feeling appreciated, feeling connected). Personal norms and values and personal gains are meaningful to older volunteers in applied gerontology education. Universities should respect these when designing measures for improving participation methods.

Falls prevention education between older adults and healthcare providers during transition from hospital to community-living

<p dir="ltr">The overarching aim of this dissertation was to explore methods for assessing postoperative cognitive changes in older adults, including an evaluation of a digital cognitive test battery, and exploring psychological factors influencing cognitive outcomes.</p><p dir="ltr"><b>Study I</b> was an observational, mixed-methods study with 40 older adult patients (mean age 73, 21 women) who underwent total joint arthroplasty. Postoperative cognitive functions and neuroinflammation were assessed using an analog cognitive test battery, blood biomarkers and qualitative interviews. Five patients met criteria for delayed neurocognitive recovery, however, many patients experienced cognitive issues, especially in executive functions and fatigue. Psychological factors like low mood and sense of control played a role in recovery and daily life, while biomarkers remained normal.</p><p dir="ltr"><b>Study II</b> was a systematic review and meta-analysis synthesizing psychological factors associated with postoperative delirium, delayed neurocognitive recovery and postoperative neurocognitive disorder in older adults. In total, 27 studies involving 6146 patients were included: depression was slightly linked (OR 1.07 95% CI 0.96-1.18) to postoperative delirium, while anxiety, stress, and certain personality traits were also associated with cognitive outcomes (p < 0.001), though findings were mixed. Delirium was evaluated in all studies, delayed neurocognitive recovery and postoperative neurocognitive disorder in only two. Assessment methods and timing varied widely.</p><p dir="ltr"><b>Study III</b> was a randomized cross-over study with 50 older adult volunteers (mean age 76, 28 women). Two performance-based measures were compared, an analog cognitive test battery with a self-administered digital one. Participants were interviewed regarding their perceptions of the cognitive assessments. Correlation analyses between the tests were weak to moderate, r=0.19-0.52 and Cohen's d effect sizes were small to large, ranging from 0.25 to 1.43. Qualitative analysis identified two themes: self-competing in a safe environment and experience with technology; participants felt comfortable during the tests, and they reported high usability.</p><p dir="ltr"><b>Study IV</b> was an observational feasibility study with 24 older adult patients (mean age 77, 13 women) who underwent abdominal surgery, and 5 nurses involved in the recruitment or administration of a digital cognitive test. The feasibility, acceptability and usability of the test was assessed. The test was found feasible, acceptable, and with excellent usability (System Usability Scale mean 87), meeting criteria for a larger trial. Three patients were diagnosed with one-day postoperative delirium, and none were diagnosed with postoperative neurocognitive disorder. The participants considered the test important for assessing cognitive function and easy to use. However, several challenges regarding feasibility were expanded upon in the qualitative interviews including reasons behind low recruitment rates.</p><p dir="ltr"><b>Conclusions</b>: This dissertation advances understanding of how postoperative cognitive changes can be assessed in older adults. A digital self-administered cognitive test was shown to be feasible and acceptable in healthy older adults and in a small group of highly educated, non-frail patients undergoing abdominal surgery. Depression and postoperative delirium were most consistently studied in the current evidence base. Overall, the findings indicate that postoperative cognitive changes cannot be fully understood by test performance alone; psychological factors and subjective experiences also shape cognitive trajectories after surgery.</p><h3>List of scientific papers</h3><p dir="ltr">This dissertation is based on the following studies, referred to in text by their Roman numerals. As an author, I retain the copyright to our papers published in these open access journals and have the right to republish them.</p><p dir="ltr">I.<b> </b><b>Amirpour, A.</b>, Bergman, L., Markovic, G., Liander, K., Nilsson, U., & Eckerblad, J. (2025). Understanding neurocognitive recovery in older adults after total hip arthroplasty-neurocognitive assessment, blood biomarkers and patient experiences: a mixed-methods study. BMJ open, 15(1), e093872. <a href="https://doi.org/10.1136/bmjopen-2024-093872" rel="noreferrer" target="_blank">https://doi.org/10.1136/bmjopen-2024-093872</a></p><p dir="ltr">II.<b> </b><b>Amirpour A,</b> Bergman L, Markovic G, Eckerblad J, Nilsson, U, Falk, A. Psychological factors associated with postoperative cognitive outcomes - a systematic review and meta-analysis. [Submitted] </p><p dir="ltr">III.<b> </b><b>Amirpour, A.</b>, Eckerblad, J., Bergman, L., & Nilsson, U. (2024). Comparing analog and digital neurocognitive tests with older adults: a study of the ISPOCD battery vs. a digital test battery from Mindmore. BMC geriatrics, 24(1), 34. <a href="https://doi.org/10.1186/s12877-023-04648-w" rel="noreferrer" target="_blank">https://doi.org/10.1186/s12877-023-04648-w</a></p><p dir="ltr">IV.<b> </b><b>Amirpour A,</b> Saarijärvi M, Eckerblad J, Markovic G, Thorell A, Nilsson U, Bergman L. Evaluation of a digital, self-administered, cognitive test battery in older adult patients undergoing abdominal surgery: a non-randomized feasibility trial. [Submitted]</p>

This qualitative study examines the perceptions and responses of struggling ninth‐grade readers who are teaching reading to struggling second‐ and third‐grade students in a cross‐age tutoring program. The program was designed to overcome the entrenched, negative affective barriers that older students often bring to the required reading class by placing them in a leadership role. It also intended simultaneously to improve their vocabulary, fluency, and comprehension.Results indicate that the older students developed strong mirroring relationships with their younger counterparts based on shared community strengths and norms, shifted their perspective to see themselves as increasingly competent role models, and applied their developing reading abilities as they selected and modified strategies based on the needs of their younger students. Important implications for literacy teachers include a clearer understanding of the powerful, positive attitudinal effects of a well‐planned, low‐cost tutoring program that provides authentic opportunities for literacy learning for all students involved.

Loneliness and social isolation are triggers for unfavorable changes in older adults’ health and well-being. Information and communication technology (ICT) can be used by older adults to mitigate the negative effects of loneliness and social isolation. However, ICT needs to be customized to the specific needs and conditions of older adults. The aim of this study was to explore older adults’ use of a new, co-designed and research-based web platform for social interaction from the perspectives of older adults, researchers, and social services personnel. The study is an intervention study with a multimethod approach in which 20 older adults used the web platform for social interaction “the Fik@ room” for eight weeks. Quantitative and qualitative data were collected pretest, during the test, and posttest. The Fik@ room met the expectations of those older adults who completed the study. It enabled them to expand their social network and develop new friendships, but their experiences of loneliness were not reduced. The involvement of social services personnel in recruitment and support was important in facilitating older adults’ use of the Fik@ room. Our study contributes knowledge about a new, co-designed and research-based web platform, customized specifically for older adults, which is valuable in guiding the design and delivery of future web platforms for social interaction among older adults.

Older adults are at increased risk for loneliness and social isolation. Research on loneliness identifies increased rates of depression, increased cognitive decline, and poor cardiovascular health outcomes. The COVID-19 pandemic forced many older adults into social isolation for protection against this insidious virus. Mandated lockdowns and personal decisions to shelter-in-place produced a tremendous increase in rates of loneliness, especially among older adults. Identifying a need for communication and relationships, we created Villanova ReachOut, a program that partners interprofessional students (N= 66) with older adults (N=53) through weekly telephone or video calls. To assess the impact of our program we developed a five question survey administered via phone to older adults and a 13-item survey for volunteers to assess training, satisfaction, needs and impact of the program. Of the older adults (n=16) who completed the survey, 78.6% believe the program helped them feel less isolated throughout the pandemic and 93.8% indicated they looked forward to weekly calls with their partner . Volunteers who completed the survey (N=25), overwhelmingly stated they enjoy and look forward to their calls (100%) and their communication skills have improved (92%). Volunteers reported being paired up with an older adult for weekly conversation had a positive impact on their personal and professional development. Findings from our program evaluation provide rich data in descriptions of positive impact for both the older adult and volunteer. These findings also support the need for programs that engage in intergenerational dialogue, specifically targeting older adults and the potential older adult workforce.

The situation of older Thai family members has changed, resulting in less interaction that could impact family bonds. A sequential explanatory mixed methods design explored communication and relationships within older adults’ families. Using communication patterns and family relationships questionnaires, a survey was administered to 180 older adults in Phetchaburi province. Then, 40 participants were engaged in semi-structured interviews. The quantitative data were analyzed using simple linear regression, and the qualitative data were analyzed using content analysis. The quantitative results revealed that most family communication patterns with high family relationships were pluralistic. Consensual (B =7.13; SE = 3.26; p < .05) and protective communication patterns (B = 1.72; SE = 0.82; p < .05) were associated with family relationships. The qualitative analysis highlighted the contributors to low family communication and relationships, which included a lack of effective communication skills, unresolved conflicts, technology distraction, and poor time management. The management strategies were active listening, being a role model, and having a heart-to-heart conversation. The initiation of relationships among older adults’ families has originated from communication within the family. Thus, healthcare providers, especially community nurses, should create a family interaction program to promote open and positive communication between older adults and their families.

Natural disasters and aging societies are increasingly prevalent globally. To improve environmental injustice and contribute to social good, the Tzu Chi Recycling Program engages older adult volunteers in recycling usable materials into eco-friendly blankets for disaster survivors. Drawing on life span and ecological systems theories, this study examined the longitudinal effects of this program on older adults’ mental and physical health. Using a quasi-experimental longitudinal design, data were collected from older adults at recycling stations (intervention group, n = 36) and community centers (control group, n = 36) in rural areas in Southern Taiwan. Findings from two-way repeated measures analysis of variance show that the program significantly improved older adults’ self-compassion, compassion for others, depression, hostility, happiness, and hypertension. Older adults built resilience and contributed to environmental sustainability and social good, which suggest a new avenue for social work practitioners and policy-makers to address social and environmental challenges.