A QUALITATIVE CASE STUDY EXPLORING THE IMPLEMENTATION AND INFLUENCE OF AN INTER/INTRAGENERATIONAL DIGITAL EQUITY TRAINING PROGRAM

Date of Award

2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy in Health Sciences

Specialization

Human Development and Family Science

Department

Human Development and Family Science

First Advisor

Skye Leedahl

Abstract

Background: Many older adults are unable to fully engage in society because of the digital divide, leaving them disconnected from essential services, social networks, and community engagement. This lack of access to technology leads to greater isolation and loneliness, significantly increasing their risk of physical and mental health issues. It also threatens their ability to age in place, as they struggle to navigate everyday tasks like managing healthcare, finances, and communication. Without digital literacy, maintaining independence becomes an increasingly difficult challenge, leaving them vulnerable and reliant on others for support. The purpose of the research completed in manuscript 1 was to explore the implementation of the iPad Project, an evidence-based, university inter/intragenerational digital equity program for older adults, by studying the interaction of elements, determinants, strategies, mechanisms, and outcomes through the synthesis of an implementation research logic model (IRLM). The purpose of the research completed in manuscript 2 was then to explore how advancing digital equity through the iPad Project influenced older adult’s ability to age in place.

Methods: This qualitative case study involved the completion of an IRLM informed by a semi-structured interviews and a document review. Interview questions were based on relevant constructs in the Consolidated Framework for Implementation Research and the Expert Recommendation for Implementing Change strategies for manuscript 1 with additional questions on aging in place concepts found in the literature for manuscript 2. Perspectives of project participants and collaborators were thematically analyzed in both manuscripts.

Results: The IRLM displayed the project elements, determinants, strategies, and mechanisms within context to depict the contributing pathways that led to the outcomes. The document review and semi-structured interviews revealed qualitative themes that the iPad Project implementation outcomes were achieved through a flexible adaptation to context, dedicated partnerships and a commitment to quality, and a person-centered design, which was embraced by project participants during the project. In addition, upon completing the project, older adult participants experienced improved quality of life, enhanced access to healthcare, and increased technology acceptance and adoption.

Conclusions: This study revealed how the iPad Project was implemented by exploring the core and adaptable elements, the environmental determinants, and the strategies that were used to facilitate mechanisms of change that achieved the outcomes. The iPad Project was well received by its participants and may serve as a prototype for digital equity programs. Project participants indicated that learning how to use an iPad was a life-changing experience, that the project design exceeded their expectations, and that they would highly recommend training to family and friends. In addition upon completing the project, participants experienced improved quality of life, enhanced access to healthcare, and increased technology acceptance and adoption enabling them to age well in place.

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