L. Howatson-Jones

Children’s Views of Older People

Worldwide demographic change means that the responsibility for an aging population will fall to younger generations. This narrative literature review comprises an international examination of what has been published about children’s views of older people between 1980 and 2011. Sixty-nine academic articles were inductively analyzed, and the emerging themes were ageism, contact with older people, children’s media, children’s perceptions of older people, intergenerational studies, children’s perceptions of older people’s health conditions, and culture, ethnicity, and worldwide studies. Reports about children’s views were influenced by research methods, the children’s familiarity with whom they were being asked to describe, their prior relationships with grandparents and other significant older people, and their stage of development. Eighty percent of the articles were based on American research and were often guided by a concern about ageism. Although children adopt stereotypes, they do not appear to be ageist. Research needs to include a wider geographical and cultural spread of children, children’s understandings of the lived experiences of older people, and an exploration of the effects of culture, faith, and socioeconomic status on children’s views if it is to underpin effective education that equips the next generation to humanely support the older populations of the future.

Multi‐layered voices of being a nurse and becoming a nurse teacher

The changing face of healthcare in the UK has blurred boundaries and necessitated shifts in working and learning practice. This reflexive account starts to examine what it might mean to learn as a nurse, from the perspective of being a nurse teacher drawing on two different groups of learners. What this might have to say about the profession of nursing as a whole is considered using reflective processes and a reflexive narrative collating various voices and reflective thoughts to illuminate what it means to be a nurse and becoming a nurse teacher. The work concludes that entering into a critical dialogue with the personal biography potentially supports more meaningful learning helping to develop agency.