Page 86 - Petelin, Ana. 2021. Ed. Zdravje starostnikov / Health of the Elderly. Proceedings. Koper: University of Primorska Press.
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avje starostnikov | health of the elderly 84 other stakeholders. Again, input from all stakeholders, but particularly LGBT+
older adults, was crucial in identifying good practices, which were collected
and later disseminated (see Hafford-Letchfield et al., 2019).
Evaluation and main results
The evaluation conducted in both sessions found that the World Café meth-
od was useful in achieving the event objectives and resulted in a high level of
participant satisfaction. The majority of participants agreed that the climate
within the group was conducive to open discussions and, with the help of the
facilitators, everyone had the opportunity to express their thoughts in a safe
environment. The different methods and approaches used during the event en-
abled the sharing of ideas and the creation of new resources that can be used in
practical and educational settings. Key outcomes from the World Cafés led to
the development of online learning materials (https://beingme.eu/toolbox) and
principles of good practice for all who educate in the field of health and social
care (Higgins et al., 2019b). The learning materials developed as part of the pro-
ject cover six overarching themes: 1) Readiness to learn, which aims to prepare
institutions and educators to include and address LGBT+ issues in their curric-
ula; 2) Human Rights, which helps learners understand the meaning, origins,
and relevance to LGBT+ older adults; 3) Identities and Intersectionality, which
introduces relevant terminology and intersectionality critical to understand-
ing different life stories and the interplay of people’s identities; 4) Relationships,
Families, and Intimacies, addresses the diversity of networks and relationships
of LGBT+ older adults; 5) Life Stories, provides guidance to educators on us-
ing LGBT+ stories in their teaching; 6) Good Care, aims to provide knowledge
about inclusive and LGBT+ friendly care.
Discussion
The World Café method proved to be an effective approach to linking the dif-
ferent views of participants and the participatory development of learning con-
tent, as shown by the evaluation findings. Project outputs were also informed
by two systematic literature reviews. The first review synthesised literature de-
scribing the pedagogical principles, curriculum content and methods used to
educate health and social care professionals in relation to the experiences and
needs of LGBT+ older adults (Higgins et al., 2019a) and was used in the devel-
opment of principles for good practice and learning materials. The findings of
the review are congruent with the findings of the World Cafés and other re-
views such as that of Lecompte et al. (2021), which emphasize the importance of
educating practitioners by increasing their knowledge of LGBT+ issues, chang-
ing their attitudes and working proactively to take action at institutional and
personal levels to provide safe and inclusive care. In addition to providing an
overview of existing content and methods that can be used in educational set-
tings, our review also indicates that there is a need for in-depth exploration of
curricular principles, assessment strategies, and strategies to overcome barriers
older adults, was crucial in identifying good practices, which were collected
and later disseminated (see Hafford-Letchfield et al., 2019).
Evaluation and main results
The evaluation conducted in both sessions found that the World Café meth-
od was useful in achieving the event objectives and resulted in a high level of
participant satisfaction. The majority of participants agreed that the climate
within the group was conducive to open discussions and, with the help of the
facilitators, everyone had the opportunity to express their thoughts in a safe
environment. The different methods and approaches used during the event en-
abled the sharing of ideas and the creation of new resources that can be used in
practical and educational settings. Key outcomes from the World Cafés led to
the development of online learning materials (https://beingme.eu/toolbox) and
principles of good practice for all who educate in the field of health and social
care (Higgins et al., 2019b). The learning materials developed as part of the pro-
ject cover six overarching themes: 1) Readiness to learn, which aims to prepare
institutions and educators to include and address LGBT+ issues in their curric-
ula; 2) Human Rights, which helps learners understand the meaning, origins,
and relevance to LGBT+ older adults; 3) Identities and Intersectionality, which
introduces relevant terminology and intersectionality critical to understand-
ing different life stories and the interplay of people’s identities; 4) Relationships,
Families, and Intimacies, addresses the diversity of networks and relationships
of LGBT+ older adults; 5) Life Stories, provides guidance to educators on us-
ing LGBT+ stories in their teaching; 6) Good Care, aims to provide knowledge
about inclusive and LGBT+ friendly care.
Discussion
The World Café method proved to be an effective approach to linking the dif-
ferent views of participants and the participatory development of learning con-
tent, as shown by the evaluation findings. Project outputs were also informed
by two systematic literature reviews. The first review synthesised literature de-
scribing the pedagogical principles, curriculum content and methods used to
educate health and social care professionals in relation to the experiences and
needs of LGBT+ older adults (Higgins et al., 2019a) and was used in the devel-
opment of principles for good practice and learning materials. The findings of
the review are congruent with the findings of the World Cafés and other re-
views such as that of Lecompte et al. (2021), which emphasize the importance of
educating practitioners by increasing their knowledge of LGBT+ issues, chang-
ing their attitudes and working proactively to take action at institutional and
personal levels to provide safe and inclusive care. In addition to providing an
overview of existing content and methods that can be used in educational set-
tings, our review also indicates that there is a need for in-depth exploration of
curricular principles, assessment strategies, and strategies to overcome barriers
