Li, K. S.-W., Nagallo, N., McDonald, E., Whaley, C., Grindrod, K., & Boluk, K. (2021). Implementing technology literacy programs in retirement homes and residential care facilities: A conceptual framework (Preprint).
Li, Karen See-Wai, Nathan Nagallo, Erica McDonald, C. Whaley, K. Grindrod, and K. Boluk. “Implementing Technology Literacy Programs in Retirement Homes and Residential Care Facilities: A Conceptual Framework (Preprint)” (2021).
Li, Karen See-Wai, et al. Implementing Technology Literacy Programs in Retirement Homes and Residential Care Facilities: A Conceptual Framework (Preprint). 2021.
BACKGROUND The COVID-19 pandemic caused widespread societal disruption, with governmental stay-at-home orders resulting in people connecting more using technology than in person. This shift had a large implication on older adult residents staying in retirement homes and residential care facilities, where older adult residents may lack the technology literacy needed to stay connected. The enTECH Computer Club from the University of Waterloo created a knowledge translation toolkit to support organizations interested in starting technology literacy programs (TLPs) by providing guidance and practical tips.
OBJECTIVE This paper aimed to present a framework for implementing TLPs in retirement homes and residential care facilities, through expanding on the knowledge translation toolkit and the Framework for Person-Centred Care.
METHODS Major concepts relating to the creation of a technology literacy program in retirement homes and residential care facilities were extracted from the enTECH knowledge translation toolkit. The domains from the Framework for Person-Centred Care were modified to fit a TLP context. The concepts identified from the toolkit were sorted into the three framework categories: Structure, Process, and Outcome. Information from the knowledge translation toolkit were extracted into the three categories and synthesized to form foundational principles and potential actions.
RESULTS All 13 domains from the Framework for Person-Centred Care were redefined to shift the focus on TLP implementation, with 7 domains under Structure, 4 domains under Process, and 2 domains under Outcome. Domains in the Structure category focus on developing an organizational infrastructure to deliver a successful TLP; 10 foundational principles and 25 potential actions were identified for this category. Domains in the Process category focus on outlining procedures taken by stakeholders involved to ensure a smooth transition from conceptualization into action; 11 foundational principles and 9 potential actions were identified for this category. Domains in the Outcome category focus on evaluating the TLP to consider making any improvements to better serve the needs of older adults and staff; 6 foundational principles and 6 potential actions were identified for this category.
CONCLUSIONS Several domains and its Foundational Principles and Potential Actions from the TLP framework were found to be consistent with existing literatures that encourage taking active steps to increase technology literacy in older adults. Although there may be some limitations to the components of the framework with the current state of the pandemic, starting technology literacy programs in the community can yield positive outcomes that will be beneficial to both older adult participants and the organization in the long-term.