Establishing a Seniors in Cyberspace Program

1.

Gain commitment from administration of the facility. They will need to buy a computer or raise funds, or seek a donation from another organization. Technical and Internet setup costs must be addressed. Use the residents’ Charter of Rights that are usually displayed in each home as support for your rationale that the availability of the computer and training will provide rehabilitative and social /cognitive stimulation for the residents. Plan on spending several months on negotiations and research in this area.

2.

Find a suitable location for the computer. Analyze staff and resident traffic patterns and available hookup. Consider appropriate computer desks in light of resident needs.

3.

Purchase computer or embark on a Fund Raising or donation campaign. Approach organizations such as Service Clubs, Businesses or Public agencies. You can take advantage of upgrading in many of these organizations.

4.

Announce the project and involve all levels of staff. Include family and residents in the discussions. Get the input of staff and present volunteers and family. Use newsletters, bulletin boards and word of mouth to gain momentum. Always be scanning for new recruits, donations and ideas.

5.

Organize a committee of staff and program coordinators who will be responsible for program setup, monitoring and evaluation. Initially, this usually involves the administrator, head of nursing, the resident program manager and the coordinator of volunteers. Establish tasks, scheduling needs, documentation needs, the supervision and monitoring roles, and the protocol expected of the volunteers.

6.

Ensure that the Activity and Volunteer Coordinators receive some sort of training and orientation to this type of program. Provide opportunities for identification and discussion of issues that will arise when volunteers work with the frail elderly on the computer. Arrange for workshops and guest speakers who have experience to share their results. Have a volunteer manual available for reference noting specific learning needs of the frail elder and strategies for introducing new information.

7.

Activity Workers and Recreation staff must have hands-on experience. Assign yourself a resident and begin to introduce them to the computer. Keep a log of your experience and note what adaptations have to be made within the home system and within the volunteer’s approach.

8.

Once the Resident Program Manager or Activity coordinator understands the needs of the project, a meeting can be scheduled with involved staff to establish the criteria for involving the resident in the program. It is suggested that the following factors be considered:

- motivation level of resident
- vision and hearing ability
- concentration ability
- memory ability (although with assisted use - this is not as much an issue )
- ability to respond to visual and mental stimulation
- arm, hand and finger dexterity

Starting of classes can be announced to residents' activity groups so that interested residents can be recruited from the volunteer residents. Create a wait list if volunteers are limited.

9.

Recruit Volunteers once a computer has been purchased. Intergenerational programs with high school students are an option. Family members, church groups, service clubs, and corporations are considerations. Emphasize the need for at least a three month commitment. Be clear about relationship needs of the resident and the best way to schedule visits in early stage of recruitment (e.g. 2 x week at first of about 30 minutes). Volunteers will also need to have some flexibility in their schedule in order to meet resident and nursing home scheduling needs. Volunteers must receive orientation to the home and they must attend several training sessions regarding learning needs of the frail elderly.

10.

Match available volunteers to interested residents. Consider ethnic backgrounds, areas of interest and patience level of volunteer, goal of the volunteer, time availability of volunteer, level of independence of the volunteer.

11.

Introduce the volunteer to the resident. Remind volunteer of relationship value and to go at the pace of the resident. Meeting the resident in their room is the best environment for the resident until they gain trust in the volunteer. One-to-one matching is best in the early stages of the program and in the early stages of the resident’s lessons.

12.

Ensure that the volunteer is aware that once the resident has mastered a few skills, such as being able to manage the mouse, or being able to use the down arrow, - it is good to invite a staff member or a family member to observe the residents new activity if the resident is agreeable to it. This reinforces the worth of the program and reinforces the positive progress that the resident is making.

13.

Ensure that the volunteers receive at least monthly supervision in the initial stages of the program (first 6 months.) As a volunteer gains more experience - this may be lessened. It is good to have an open door policy so that volunteers can bring their concerns on an ad hoc basis to you. It is also suggested that the supervisor consider establishing a forum or bulletin board site that volunteers can post their concerns or progress on. Having an email address that volunteers can use to get in touch with the supervisor is very important. As well a chat line would be an option for maintaining support for the volunteers. This is also a good way to receive ideas from volunteers for improving the program. This idea could also be considered for family members who may want to start their own facility support group on line.

14.

As the numbers of residents increase in this program, consider introducing them to each other and facilitating opportunities for them to discuss this experience. This can be in the presence of an activity worker or volunteer, or it could be on an ad hoc basis e.g. seating them together at an another activity. You may begin to develop a computer class as a small group of residents is identified. However, keep in mind that the frail elder, in most cases will always require some assistance.

15.

Be creative in finding ways to involve the community. Invite the media to a session or an interview with a resident. Have a ceremony for the first few graduates. Actively promote an Intergenerational program that may have several levels to it. For example, a computer program of public school children with the higher functioning residents and a computer program of high school and college students for the lower functioning residents. Begin correspondence with other facilities and coordinators who are attempting their own program. Share your experiences, write about them and brag about them. Help the community catch the spirit of the program.

References

Clark, F., Straka, S. M. Internet Access for Frail Seniors: The Connections experience. McGill Centre for Studies in Aging, World Wide Web, 2000.

Ellis, C. Older Adults and Learning Technologies: Literature Review. Seniors Education Centre, University Extension, University of Regina, Office of Learning Technologies, Human Resources Development Canada, World Wide Web, 1996.

Finn, J. Aging and Information Technology: The Promise and the Challenge, American Society on Aging, World Wide Web, 2000.

Ganz, D. Seniors and Cyberspace: Some Critical Reflections on Computers and Older Persons, Education and Aging, 12 (1/2) , 69-81, 1997.

Hendrix, C. Computer Use Among Elderly People. Computers in Nursing, 18 (2) 62-68, 2000.

Kaplan, D. Access to Technology: Unique Challenges for People with Disabilities. Generations, 21 (3), 24-27, 1997.

Lustbader, W. On Bringing Older People into the Computer Age. Generations, 21 (3), 30, 1997.

McConatha, JT, McConatha, D, Deaner, SL, Dermigney, R. Computer Based Intervention for the Education and Therapy of Institutionalized Older Adults. Educational Gerontology, 21 (2) , 129-138, 1995.

McConatha, D. McConatha, T. Dermigney, R. The Use of Interative Computer Services to Enhance the Quality of Life for Long Term Care Residents. Gerontologist, 34 (4), 553- 556. 1994.

Morris, MJ. Interface Design for Older Adults. Interacting with Computers, 6 (4), 373-393, 1994.Net Becomes a Fountain of Youth. Tech Report. USA Today, World Wide Web, 1999.

Projects Build Bridges Across the Ages. Pioneer Press, Pioneer Planet, World Wide Web, 1999.

Purnell, M., Sullivan-Schroyer, P. Nursing Home Residents using computers: The Winchester House Experience. Generations, 21 (3), 61-62, 1997.

Temple, L., Gavillet, M. The Development of Computer Confidence in Seniors: An Assessment of Changes in Computer Anxiety and Literacy. Activities, Adaptations and Aging, 14 (3), 63-75, 1990.