| Autor: |
Wiggin DA; Centre for Gerontology and Rehabilitation, School of Medicine, University College Cork, Cork, Ireland., Penič B; Faculty of Social Work, University of Ljubljana, Ljubljana, Slovenia., Sulopuisto O; Degree Programme Disability and Diversity Studies, Carinthia University of Applied Sciences, Klagenfurt, Austria., Setti A; School of Applied Psychology, University College Cork, Cork, Ireland., Mali J; Faculty of Social Work, University of Ljubljana, Ljubljana, Slovenia., Stitzel A; School Health Sciences and Social Work, Carinthia University of Applied Sciences, Villach, Austria., Kuisma R; Karelia University of Applied Sciences, Joensuu, Finland., Baptista F; CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisbon, Portugal., Sourtzi P; Department of Nursing, Laboratory of Prevention, National and Kapodistrian University of Athens, Athens, Greece., Timmons S; Centre for Gerontology and Rehabilitation, School of Medicine, University College Cork, Cork, Ireland. |
| Abstrakt: |
To inform a new European-based online master's programme in active aging and age-friendly society, a scoping review was performed to identify previously reported learning needs and learning outcomes on this topic. Four electronic databases (PubMed, EBSCO [Academic Search Complete], Scopus, and ASSIA) were systematically searched, along with gray literature. Dual, independent review of an initial 888 studies led to 33 included papers which underwent independent data extraction and reconciliation. Just 18.2% of studies employed a student survey or similar to determine learning needs, with the majority reporting educational intervention objectives, learning outcomes or curriculum content. Main study topics were intergenerational learning (36.4%), age-related design (27.3%), health (21.2%), attitudes toward aging (6.1%), and collaborative learning (6.1%). This review found limited literature on student learning needs in healthy and active aging. Future research should elucidate student- and other stakeholder-determined learning needs, with robust evaluation of post-education skills, attitudes, and practice change. |
