Implementing Technology Literacy Programs in Retirement Homes and Residential Care Facilities: Conceptual Framework

Karen S Li; Nathan Nagallo; Erica McDonald; Colin Whaley; Kelly Grindrod; Karla Boluk

doi:10.2196/34997

Implementing Technology Literacy Programs in Retirement Homes and Residential Care Facilities: Conceptual Framework

JMIR Aging. 2022 Aug 19;5(3):e34997. doi: 10.2196/34997.

Authors

Karen S Li^{1

2}, Nathan Nagallo^{2

3}, Erica McDonald^{2

4}, Colin Whaley^{2

5

6}, Kelly Grindrod⁵, Karla Boluk⁷

Affiliations

¹ Department of Biology, Faculty of Science, University of Waterloo, Waterloo, ON, Canada.
² enTECH Computer Club, University of Waterloo, Waterloo, ON, Canada.
³ Department of Kinesiology and Health Sciences, Faculty of Health, University of Waterloo, Waterloo, ON, Canada.
⁴ School of Public Health Sciences, Faculty of Health, University of Waterloo, Waterloo, ON, Canada.
⁵ School of Pharmacy, Faculty of Science, University of Waterloo, Waterloo, ON, Canada.
⁶ Michael G. DeGroote School of Medicine, McMaster University, Hamilton, ON, Canada.
⁷ Department of Recreation and Leisure Studies, Faculty of Health, University of Waterloo, Waterloo, ON, Canada.

PMID: 35984689
PMCID: PMC9440411
DOI: 10.2196/34997

Abstract

Background: The COVID-19 pandemic caused widespread societal disruption, with governmental stay-at-home orders resulting in people connecting more via technology rather than in person. This shift had major impacts on older adult residents staying in retirement homes and residential care facilities, where they may lack the technology literacy needed to stay connected. The enTECH Computer Club from the University of Waterloo in Ontario, Canada 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-centered care.

Methods: Major concepts relating to the creation of a TLP in retirement homes and residential care facilities were extracted from the enTECH knowledge translation toolkit. The domains from the framework for person-centered 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-centered 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; 12 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 their 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 TLPs in the community can yield positive outcomes that will be beneficial to both older adult participants and the organization in the long term.

Keywords: concept; elderly; framework; implementation; knowledge translation; literacy; long-term care; older adult; retirement; retirement home; social connections; technology; technology literacy program.

©Karen S Li, Nathan Nagallo, Erica McDonald, Colin Whaley, Kelly Grindrod, Karla Boluk. Originally published in JMIR Aging (https://aging.jmir.org), 19.08.2022.