認知症カフェでの看護大学生の学び

抄録

This study aimed to clarify the types of learning and personal growth that nursing students gain through independent participation in community-based dementia cafes, a distinctive educational setting. The participants were 101 third-year nursing students at University A. After completing a dementia supporter training course, each student independently arranged a visit and attended one of two local dementia cafes. Analysis of free-text responses and questionnaire data collected from 93 students revealed that they perceived the cafes from seven perspectives: a community-oriented gathering place; a setting where older adults can shine; enjoyable approaches to dementia prevention; a source of emotional support for families; opportunities to expand understanding and empathy; a hub connecting community resources; and a new lens that opens pathways for learning. These experiences generated educational benefits across knowledge, attitudes, and practice, including improved understanding of dementia, reduced prejudice, enhanced empathy toward the daily lives of older adults and their families, and practical insights relevant to nursing care. Students also recognized the value of engaging in community support as members of local society and demonstrated increased motivation to participate in future community activities. Overall, the findings suggest that participation in dementia cafes provides nursing students with an effective learning opportunity that deepens their understanding of an inclusive society and encourages active community involvement.