Exploring Learning Needs for Active Aging among Community-Based Older Adults in Pakistan: A Qualitative Study

DOI:10.21742/IJSWPM.2022.9.1.04

AUTHORS

Rashida Bibi,Zhengzhou University, Nursing and Health Sciences, Zhengzhou, Henan, China

Zhang Yan,Zhengzhou University, Nursing and Health Sciences, Zhengzhou, Henan, China

Gao Yue,Zhengzhou University, Nursing and Health Sciences, Zhengzhou, Henan, China

Fayaz Ahmad,Zhengzhou University, department of biostatics and Epidemiology, School of Public Health, Zhengzhou, Henan, China

Adil Ahmad,Zhengzhou University, Nursing and Health Sciences, Zhengzhou, Henan, China

ABSTRACT

Globally, older adults spend poor quality of life. However, educating older people as per their demands can help them for continued growth, and development. This study aims to explore the learning needs and perceived hurdles on the way to learning new skills and knowledge for active aging in Pakistani community-based older adults. A descriptive exploratory design was used to explore the perceived status of elders learning needs for Active Aging. Through the purposive sampling method, twenty-one seniors participated in this study, ranging in age from 60 to 80 years. Audio recordings and transcriptions of semi-structured interviews were made. To extract the themes and analyses the material, content analysis was performed. A one-to-one approach and one focus group discussion were followed for data collection. Our study results revealed two major themes; 1. Learning needs, 2.Barriers to learning. Under the teaching needs category, there are various sub-themes; 1. Learning of technological Skills, 2. Learning about disease prevention and self-management, 3. Upgradation of Religious Knowledge, 4. Leisure focus learning, 5.Technical skill acquisitions. Under the main category of learning barriers, the study result indicates four subthemes; 1) Physical barriers, 2) safety issues, 3) poor cognition and low confidence, and 4) environmental factors. Technology and technology-based learning for physical and psychosocial health were the most critical needs. The demands related to singing and learning musical instruments were the least important while learning technological devices (smartphones, computers, health information, religious information, skill acquisition, and safety was the most critical. Gender intention was different for learning needs as males were more oriented toward spiritual knowledge and female were more interested to learn about mobile phones. However, participants were generally confident and could successfully address their need for happy age education. Older adult has a perceived variety of learning needs depending on their life-long experience and interest. This study can open an eye of policymakers, social workers, and health departments to educate elders according to their own identified learning needs. Nurses must get more in-depth knowledge to better serve the learning demands of the aging population.