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2. The David A. Person Award for Best Paper of the Volume ofGerontology & Geriatrics Education
- Published
- 2009
- Full Text
- View/download PDF
3. Health literacy continuing education courses and tools for healthcare professionals: A scoping review.
- Author
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Efthymiou, Areti, Kalaitzaki, Argyroula, Kondilis, Barbara, and Rovithis, Michael
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HEALTH literacy ,MEDICAL education ,HUMAN services programs ,MEDICAL fellowships ,GREY literature ,RESEARCH funding ,CINAHL database ,SYSTEMATIC reviews ,MEDLINE ,PROFESSIONS ,LITERATURE reviews ,CONTINUING education ,ONLINE information services ,PSYCHOLOGY information storage & retrieval systems ,PROFESSIONAL competence - Abstract
Strengthening the health literacy (HL) skills of the healthcare users is a multicomponent process involving the users, the healthcare professionals, the stakeholders, and the environment. Health organizations, universities, private initiatives, and funded projects focused on developing and implementing continuing education courses target at increasing healthcare professionals' HL. This scoping review aimed at reporting the HL continuing education courses for healthcare professionals to enhance their knowledge and skills in identifying and supporting healthcare users with limited HL, and particularly, older people. This review followed the five stages by Arksey and O'Malley framework and the guidelines by Joanna Briggs Institute for scoping reviews. Peer-reviewed papers and gray literature published between years 2000 to 2020 were included in this bibliometric search utilizing four electronic databases (PUBMED, MEDLINE, CINAHL, PSYCHINFO, and Opengrey). Twenty-seven (27) papers met the criteria, including twenty-one (21) full-texts and six (6) other records (website contents, eLearning, and funded projects). There is a lack of HL tools that address the training needs of healthcare professionals working with older adults. Tailored HL tools could benefit healthcare professionals' clinical work by improving their communication with older adults. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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- View/download PDF
4. Enhancing behavioral health competencies for senior center staff through workforce development and training.
- Author
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Keefe, Bronwyn, Beaugard, Corinne A., and Tripken, Jennifer
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SCALE analysis (Psychology) ,SELF-evaluation ,T-test (Statistics) ,EVALUATION of human services programs ,CERTIFICATION ,DESCRIPTIVE statistics ,LONGITUDINAL method ,PROFESSIONS ,HEALTH behavior ,SENIOR centers ,OUTCOME-based education ,SOCIODEMOGRAPHIC factors ,PROFESSIONAL competence ,LABOR supply - Abstract
Increases in the numbers of older adults with mental health and substance use concerns compel us to identify best practices in training to address these issues. Senior Centers are an ideal location for behavioral health education programs as they are the go-to place for many older adults. This paper describes an online certificate program in Behavioral Health and Aging offered by the Center for Aging and Disability Education and Research at Boston University School of Social Work in collaboration with the National Council on Aging to increase senior center staff knowledge and skills. A total of 228 senior center staff in Illinois, Florida, and Wisconsin completed the online certificate program. There were statistically significant changes in key competencies for all courses based on pre-post assessment. We held key informant interviews to assess the impact of training and participants stated that their knowledge, skills, and behaviors were influenced by the program. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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5. Postgraduate education in healthy and active ageing: a systematic scoping review of learning needs, curricula and learning impact.
- Author
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Wiggin, Daisy A., Penič, Benjamin, Sulopuisto, Outi, Setti, Annalisa, Mali, Jana, Stitzel, Andrea, Kuisma, Raija, Baptista, Fátima, Sourtzi, Panayota, and Timmons, Suzanne
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CURRICULUM ,ATTITUDES toward aging ,GREY literature ,INTERPROFESSIONAL relations ,RESEARCH funding ,EDUCATIONAL outcomes ,GERIATRICS ,HEALTH ,INFORMATION needs ,SYSTEMATIC reviews ,MEDLINE ,ONLINE education ,LITERATURE reviews ,MASTERS programs (Higher education) ,ONLINE information services ,ACTIVE aging ,INTERGENERATIONAL relations - Abstract
To inform a new European-based online master's programme in active aging and age-friendly society, a scoping review was performed to identify previously reported learning needs and learning outcomes on this topic. Four electronic databases (PubMed, EBSCO [Academic Search Complete], Scopus, and ASSIA) were systematically searched, along with gray literature. Dual, independent review of an initial 888 studies led to 33 included papers which underwent independent data extraction and reconciliation. Just 18.2% of studies employed a student survey or similar to determine learning needs, with the majority reporting educational intervention objectives, learning outcomes or curriculum content. Main study topics were intergenerational learning (36.4%), age-related design (27.3%), health (21.2%), attitudes toward aging (6.1%), and collaborative learning (6.1%). This review found limited literature on student learning needs in healthy and active aging. Future research should elucidate student- and other stakeholder-determined learning needs, with robust evaluation of post-education skills, attitudes, and practice change. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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6. High death anxiety and ambiguous loss: Lessons learned from teaching through the COVID-19 pandemic
- Author
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Cory Bolkan, Raven H Weaver, and Autumn Decker
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Health (social science) ,Best practice ,media_common.quotation_subject ,education ,Compassion ,Anxiety ,Health Professions (miscellaneous) ,Education ,Ambiguous loss ,Abstracts ,Thanatology ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,Humans ,Life-span and Life-course Studies ,AcademicSubjects/SOC02600 ,Pandemics ,media_common ,Medical education ,Socioemotional selectivity theory ,SARS-CoV-2 ,Teaching ,COVID-19 ,medicine.disease ,Death anxiety ,Geriatrics ,Content analysis ,Curriculum ,Session 1300 (Paper) ,Geriatrics and Gerontology ,Teaching and Learning During the COVID-19 Pandemic ,Psychology ,Qualitative research - Abstract
For gerontological educators, topics such as mortality, loss, and end-of-life issues often emerge or are central in their courses. However, the COVID-19 pandemic has raised our awareness of loss and death on a global scale and teaching during the pandemic has raised questions about how educators, communities, or systems of higher education can support students’ learning while simultaneously experiencing losses during intense times of uncertainty. In this mixed-method study of 246 students enrolled in undergraduate thanatology courses, we explored their levels of death anxiety and their experiences with pandemic-related losses. We found that students’ death anxiety increased significantly during the pandemic, in comparison to the years prior (p < .001). We also conducted a content analysis in a subset of students’ written narratives (n = 44) regarding their pandemic experiences. We identified three themes. Participants desired: (a) more flexibility from instructors, no questions asked; (b) more compassion and understanding; and (c) specific, targeted support resources. The voices of students were filtered through the authors’ interpretation as educators to provide several teaching recommendations that support student learning during challenging times. The recommendations align with a trauma-informed approach, given the high rates of death anxiety and ambiguous loss among students, and have immediate implications for educators teaching during the pandemic, and for years to come. Finally, we also advocate for more university and community-based thanatology, and gerontology education offerings in general, to help normalize conversations about death, loss, and bereavement.
- Published
- 2021
7. The David A. Person Award for Best Paper of the Volume of Gerontology & Geriatrics Education.
- Author
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Williams, Brent C., Schigelone, Amy R., Fitzgerald, James T., and Halter, Jeffrey B.
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AWARDS , *AUTHORSHIP - Abstract
The article announces the winners of the David A. Person Award for Best Paper of the Volume of "Gerontology & Geriatrics Education," including the paper "Successful Implementation of a Faculty Development Program in Geriatrics for Nonprimary Care Physician Educators," by Brent C. Williams, Amy R. Schigelone, James T. Fitzgerald and "The Value of Geriatric Care Enhancement Training for Direct Service Workers," by Constance L. Coogle, Iris A. Parham, Rita Jablonski, and Jason A. Rachel.
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- 2009
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8. The David A. Peterson Award for Best Paper of the Volume of Gerontology & Geriatrics Education.
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GERONTOLOGY , *PUBLISHED articles - Abstract
The article announces the recipient of the David A. Peterson Award for Best Paper of Volume 29 of "Gerontology & Geriatrics Education."
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- 2010
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9. An Analysis of End-of-Life Content in Aging Network Conference Proceedings
- Author
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Moone, Rajean P. and Cagle, John G.
- Abstract
Important home and community-based issues in the lives of older adults and caregivers relate to end of life. It is well documented that education on end of life, including curricula and textbook content for health and human service professionals, is lacking. This study analyzed another aspect of education: continuing education sessions offered at three major annual conferences for members of the Aging Network. Conference proceedings were reviewed for end-of-life-related content for the years 1999 through 2006. Only four sessions out of 960 addressed end-of-life issues. The implications in the rise of the number of aging consumers accessing end-of-life services depict a need for end-of-life service providers and Aging Network service providers to support opportunities to conduct educational outreach through national conferences. Additional research is recommended to analyze opportunities at the local level for education on end-of-life issues for the Aging Network. (Contains 2 tables.)
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- 2009
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10. Using the 4M framework of the Age-Friendly Health System to improve MIPS documentation in primary care clinics: A quality improvement study.
- Author
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Tewary, Sweta, Cook, Nicole, Pandya, Naushira, Damier, Sashah, Shnayder, Oksana, and Dezine, Marie
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TREATMENT of dementia ,SERVICES for caregivers ,HYPERTENSION ,KEY performance indicators (Management) ,HEALTH services accessibility ,LEARNING theories in education ,PROFESSIONS ,CAREGIVERS ,PRIMARY health care ,MEDICATION therapy management ,ADVANCE directives (Medical care) ,RISK assessment ,RESPONSIBILITY ,HUMAN services programs ,CONCEPTUAL structures ,PRE-tests & post-tests ,LABOR incentives ,CLINICAL medicine ,QUALITY assurance ,ACCIDENTAL falls ,QUESTIONNAIRES ,RESEARCH funding ,ELECTRONIC health records ,PAY for performance ,NEEDS assessment ,ELDER care ,EDUCATIONAL outcomes - Abstract
Age-Friendly Health Systems (AFHS) commit to providing evidence-based, low-risk, coordinated care centered on what matters most to older adults, their families, and caregivers. Nova Southeastern University's South Florida Geriatric Workforce Enhancement Program (NSU SFGWEP) has partnered with primary care clinics to provide AFHS training and support to promote AFHS transformation in Broward and Miami-Dade Counties. NSU SFGWEP provides face-to-face and virtual training for AFHS and Electronic Health Record (EHR) documentation as part of the initiative. This project focuses on a group of primary care clinics in Broward County, Florida. In this paper, we evaluate the progress of AFHS transformation through six e-clinical measures that collectively provide indicators of the 4 M framework of AFHS (What Matters, Medication, Mentation, and Mobility). We used provider feedback and e-clinical measures aligned with the Center for Medicare & Medicaid Services (CMS) Merit-based Incentive Payment System (MIPS) to measure clinic outcomes. From Jan 1– Dec 31, 2019, to Jan 1–Dec 31, 2020, the clinics improved high-risk medication management (0–3.71%), advanced care planning (6.79%–20.74%), and fall risk assessment (no data- 46.72%). Results demonstrate some success and ongoing opportunities to continue and expand AFHS interventions for sustainability. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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11. Writing Descriptions of Innovative Aging Programs Facilitates Undergraduate Student Presentations at Professional Conferences.
- Author
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Murphy, Thomas N. and Mosher-Ashley, Pearl
- Abstract
This article details the use of program descriptions to facilitate undergraduate student presentations at professional conferences. Students in a Psychology of Aging class at Worcester State College write papers that detail new, innovative, or unusual programs and agencies that assist older adults. The best papers are selected for possible presentation and revised by the student author until they are suitable for submitting as presentations at a professional conference. To date, 21 students have had their work accepted for presentation at national and regional conferences. The entire process is discussed, from inception of ideas through submission of the paper to conference planners. [ABSTRACT FROM PUBLISHER]
- Published
- 2000
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12. Facing an Aging Society: Taiwan’s Universities in crisis
- Author
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Hsiao-Mei Hu
- Subjects
Aging ,Population ageing ,Education, Continuing ,Universities ,Higher education ,Status quo ,media_common.quotation_subject ,Lifelong learning ,Taiwan ,Face (sociological concept) ,Education ,Birth rate ,03 medical and health sciences ,White paper ,030502 gerontology ,Political science ,Humans ,Learning ,Students ,Aged ,media_common ,030504 nursing ,business.industry ,Public relations ,Geriatrics ,Curriculum ,Geriatrics and Gerontology ,0305 other medical science ,business ,Administration (government) - Abstract
As a result of the phenomenon of a rapidly aging population and low birth rates, Taiwanese universities face a shortage of traditionally aged students and as a result must respond to older learners' needs. In response to this demand, the Ministry of Education issued the Lifelong Learning Act in 2002 and White Paper for implementing education for older persons in an aging society in 2006. Universities now face unprecedented challenges as they play a leading role in facilitating these programs. The purpose of this article is to explore the challenges Taiwanese universities face in educating an aging society and to provide some suggestions. First, this article notes current challenges. Second, the development of the status quo of senior education is presented. Third, the changing landscape of universities is discussed. Finally, some suggestions are presented for both university administration and program developers. In conclusion, universities should grasp this opportunity to modify strategies for involving older adults.
- Published
- 2018
13. Online language learning in the third-age: Concrete recommendations to improve seniors' learning experiences.
- Author
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van der Ploeg, Mara and Blankinship, Brittany
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ONLINE education ,FOCUS groups ,LANGUAGE & languages ,CONSUMER attitudes ,INTERVIEWING ,LEARNING strategies ,QUALITATIVE research ,HUMAN services programs ,QUESTIONNAIRES ,RESEARCH funding ,THEMATIC analysis ,CURRICULUM planning - Abstract
Online activities have spiked due to the COVID-19 pandemic, including language learning activities. As the world is aging, this affects senior citizens too. Yet, few studies have been conducted studying online (language) learning in this age-group. Moreover, no concrete pointers exist on how to go about such an online language learning course. This paper examines what should be considered when designing and implementing online language learning courses for seniors. To that end we present data from 73 senior language learners from two independent language learning contexts: the Netherlands and Scotland. The data were collected between May 2020 and August 2021. Data includes spoken and written samples from lessons, focus groups, interviews and questionnaires. Given the qualitative nature of the data and the aim of identifying patterns of meaning across the respective datasets, a reflexive thematic analysis (TA) approach was adopted. We employed an inductive approach to coding, using both semantic (explicit or overt) and latent (implicit, underlying) coding frameworks, in order to inform two overarching themes: "Navigating the digital highway" and "Camera ready for new friends." We discuss these themes and their sub-themes and arrive at concrete recommendations for the third-age language learning classroom. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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14. Blending pedagogy and technology: the virtual classroom of the 21st century: selected papers from the 25th annual meeting of the Association for Gerontology in Higher Education.
- Author
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Siegel E and Flynn DS
- Published
- 2000
15. Older Adults' Perceptions of Campus Accessibility.
- Author
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Ermer, Ashley E. and Verna, Nadine
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FOCUS groups ,INTERGENERATIONAL relations ,RESEARCH methodology ,POPULATION geography ,SURVEYS ,UNIVERSITIES & colleges ,ACCESSIBLE design of public spaces ,ACCESSIBLE design ,DESCRIPTIVE statistics ,INDEPENDENT living ,WHITE people ,HEALTH facility design & construction - Abstract
Attention should be devoted to the accessibility of campus facilities to older adults and as a means to increase age-diversity. In this paper, we sought to uncover older adults' perceptions of campus accessibility via an online survey. Participants were recruited through local newsletters, and word of mouth, and included 81 community members (M Age = 71.58 years; 79% female; 89% White). Descriptive analyses were conducted for closed-ended responses and a constant comparative method was used to code open-ended responses. Based on the closed-ended responses, participants felt that the campus was somewhat accessible, moderately easy to walk around, and felt somewhat welcome on campus. The following general themes emerged in the open-ended responses: 1) inaccessibility on campus was related to parking and topography constraints (e.g., due to stairs, distance, hills); 2) accessibility on campus was due to sidewalks and access to transportation; 3) feeling welcome on campus was related to people being helpful, and 4) not feeling welcome was related to not 'being in the know' and not feeling like they belonged. These findings have implications for campus initiatives that aim to attract older adults, especially for campuses that have topography constraints. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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16. Interdisciplinary neuropalliative care: A unique and valuable clinical training experience for geropsychology trainees.
- Author
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Plys, Evan, Vaughan, Christina L., Kutner, Jean S., Berk, Julie, and Kolva, Elissa
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GERIATRIC psychiatry ,SCHOOL environment ,NEUROLOGICAL disorders ,HOSPITAL medical staff ,HEALTH care teams ,PROFESSIONAL competence ,INTERPROFESSIONAL relations ,INTEGRATED health care delivery ,PALLIATIVE treatment ,MEDICAL specialties & specialists ,MEDICAL needs assessment - Abstract
To address workforce issues in professional geropsychology, clinical training sites must offer opportunities to build skills for working with older adults and aging families. Neuropalliative care (NPC) may offer a valuable learning environment for geropsychology trainees to develop professional competencies, while positively contributing to patient care. This article describes a novel clinical rotation for an advanced geropsychology trainee in an interdisciplinary specialty NPC clinic. A co-assessment model emerged as a useful strategy for integrating the trainee into the established NPC team. Two case examples illustrate the co-assessment's ability to enhance: collaboration within the clinic; psychological care for patients and care partners; and opportunities for the trainee to build competencies related to assessment, intervention, teams, and consultation. This paper concludes with a discussion of the benefits of NPC as a clinical training rotation for geropsychology trainees, as well as practical considerations for implementation in other clinics. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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17. Comparison of bachelor's and master's degree gerontology programs: alumni characteristics, employment, and employer assessment... an earlier version of this paper was presented at the Annual Meeting of the Association for Gerontology in Higher Education, Philadelphia, PA, March 1996.
- Author
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Roberto KA, Usita PM, Weeks LE, and Wacker RR
- Abstract
In this study, graduates of bachelor's and master's degree programs in gerontology completed the Standardized Survey Instrument for Graduates of Gerontology Programs developed by the Association for Gerontology in Higher Education. In addition, employers were surveyed about the level of gerontological knowledge, skills, and work performance of these graduates. Findings suggest differences between master's and bachelor's degree graduates with regard to sources used to obtain positions, types of employment found, and job duties. Employers reported that the majority of the graduates had high levels of gerontology knowledge and skills and exhibited high performance levels in working for or with older adults. [ABSTRACT FROM AUTHOR]
- Published
- 1997
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18. Educating the next generation of family caregivers through the use of dynamic case studies.
- Author
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Jenkins, Carol L. and Schwartz, Abby J.
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CAREGIVER education ,FAMILIES ,ELDER care ,COLLEGE students ,DECISION making ,GERIATRICS ,INTERGENERATIONAL relations ,PATIENT-family relations ,CASE studies ,EDUCATION - Abstract
Between 2008 and 2016, students in an Introduction to Gerontology course were required to complete a dynamic case study project simulating caregiving arrangement decision making. Students were divided into groups representing typical multigenerational families and were required to determine how to develop caregiving arrangements to respond to an older family member' s changing levels of need. The assignment concluded with students writing a final paper summarizing what they learned. This study examined the themes emerging from student group case study papers to gain an understanding of the challenges students face in understanding the dynamics of making family-based caregiving decisions. This is of particular importance as many students were seeking careers in human services and would be assisting clients in such decision-making processes, as well as involvement in decision making for their own family members. Themes that emerged from group papers and the implications related to gerontology education and policy are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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19. Enhancing specialty training in geropsychology competencies: An evaluation of a VA Geriatric Scholars Program advanced topics workshop.
- Author
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Gregg, Jeffrey J., Rodriguez, Rachel L., Mehta, Priyanka S., Kramer, B. Josea, and Gould, Christine E.
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EDUCATION of psychologists ,GERIATRIC psychiatry ,BIOPSYCHOSOCIAL model ,COURSE evaluation (Education) ,PROFESSIONS ,RESEARCH methodology ,MENTAL health ,INDIVIDUALIZED medicine ,ABILITY ,TRAINING ,LEARNING strategies ,CLINICAL competence ,RESEARCH funding ,MEDICAL care of veterans ,ADULT education workshops ,ELDER care - Abstract
There is a growing need for psychologists with specialized training in geriatric mental health competencies. The Geriatric Scholars Program for Psychologists (GSP-P) was created to address this shortage within a large integrated healthcare system. In 2019, GSP-P piloted an advanced workshop designed to enhance expertise in geriatric mental health competencies among graduates of its foundational competencies core course. The workshop included 3.5 days of expert-led seminars regarding the biopsychosocial needs of older adults with chronic medical illness and was followed by completion of an individualized learning plan. This paper describes the evaluation of the course using a mixed methods with data collected prior to the workshop, immediately post-workshop, and six months post-workshop. Results indicated enthusiasm for the workshop, significant improvements in four geropsychology domains on the Pikes Peak Geropsychology Knowledge and Skill Assessment Tool, and benefit from completion of the independent learning plans. Our findings demonstrate that continued enhancement of geropsychology competencies through advanced coursework is feasible and improves knowledge and skill, particularly when combined with individualized learning plans. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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- View/download PDF
20. Simulation learning to train healthcare students in person-centered dementia care.
- Author
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Meyer, Kylie, James, Debbie, Amezaga, Braulio, and White, Carole
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MEDICAL quality control ,EMPATHY ,TEACHING methods ,MEDICAL students ,RESEARCH methodology ,PATIENT-centered care ,INTERVIEWING ,CURRICULUM ,LEARNING strategies ,DEMENTIA patients ,EXPERIENCE ,DEMENTIA ,EXPERIENTIAL learning ,STUDENTS ,THEMATIC analysis - Abstract
In coming decades, healthcare providers will treat a greater number of individuals living with Alzheimer's Disease and related dementias than ever. Simulation-based learning provides experiential learning opportunities to enhance clinical training, but little is known about how dementia simulation training improves understanding of dementia or how it changes in participants' ability to deliver high-quality healthcare to individuals living with dementia. In this study, we examine how a simulation training program may prepare healthcare trainees to treat individuals living with dementia. We conducted eight in-depth, one-on-one interviews with healthcare trainees who participated in the Virtual Dementia Tour (VDT) program and faculty who added VDT to their curricula, and also examined 20 reflection papers from students following participation in VDT. A thematic analysis of qualitative data led us to three themes: 1) dementia simulation complements and enhances traditional teaching methods, 2) dementia simulation helps students to understand the experiences of people living with dementia, and 3) experiential learning inspired students to reflect on actions they would take as clinicians and leaders to support individuals living with dementia and their families. Based on these findings, we propose a modified transformative learning process for dementia simulation training with healthcare students. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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21. Shared learning environments for unregulated care provider education in long-term care: Innovative approaches and key considerations.
- Author
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Boscart, Veronique, d'Avernas, Josie, van der Horst, Mary-Lou, Garbutt, Kaitlin, Sheiban Taucar, Linda, and Raasok, Marlene
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SCHOOL environment ,PROFESSIONS ,GERIATRICS ,LABOR supply ,INTERPROFESSIONAL relations ,LONG-term health care - Abstract
Long-term care (LTC) or nursing homes often experience difficulty recruiting passionate, competent and confident graduates to add to their teams. Few graduates are well-prepared for working in LTC environments and they do not often stay long. In an effort to strengthen the LTC workforce, we established a collaboration with a LTC and retirement living organization and a community college to develop a Living Classroom. In this novel approach, college students attend an accredited LTC home for all learning. The purpose of this paper is to describe the Living Classroom program, with unregulated care provider education as the specific application, so that others can also explore the possibility of developing a Living Classroom with their partners. This paper also describes the importance of changing the way we currently understand workforce education and graduation challenges and see these as opportunities to take action and share innovation and development. Investing in applied and meaningful education with immediate knowledge transfer to the future work setting will help to enhance the future workforce required for seniors care. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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22. Coalition building to create an Age-Friendly University (AFU).
- Author
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Andreoletti, Carrie and June, Andrea
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COALITIONS ,DECISION making ,GERIATRICS ,INTERGENERATIONAL relations ,INTERPROFESSIONAL relations ,MANAGEMENT ,SCHOOL environment ,UNIVERSITIES & colleges ,INSTITUTIONAL cooperation - Abstract
There is no single path to becoming an Age-Friendly University (AFU). This paper shares the story of one regional, public university that became the first in its state to join the AFU global network. We discuss how early efforts at coalition building both within and outside the university facilitated the campus-wide endorsement of the AFU principles. We highlight several partnerships and programs that reflect the AFU principles and discuss how becoming an AFU helped to further strengthen university ties and is now providing a valuable framework for continued collaboration and coalition building. We share lessons from our efforts, including the challenges and benefits of being the first AFU in our state as we forge a path forward. We conclude with our plans for ensuring the growth of age-friendly practices and policies at our university, and we hope that this paper will encourage you to do the same on your campus. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
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23. Toward a learning-to-performance program for interprofessional long-term care teams: Team Essentials to foster engagement, reciprocity, and meaningful, sustained practice change.
- Author
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Meyer, Raquel M., Reguindin, Jennifer, Helfenbaum, Shoshana, Boutcher, Faith, Tsui, Joyce, Tafler, Melissa, Kelson, Elizabeth, and Conn, David
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EVALUATION of human services programs ,LEADERSHIP ,INTERVIEWING ,LEARNING strategies ,HUMAN services programs ,LABOR supply ,QUALITY assurance ,INTERPROFESSIONAL relations ,EXPERIENTIAL learning ,THEMATIC analysis ,INTERDISCIPLINARY education ,ELDER care ,LONG-term health care - Abstract
This paper presents the design, delivery, and preliminary evaluation of a gerontological learning-to-performance program. An interprofessional educational team sought to integrate leading clinical and educational practices into Team Essentials to engage long-term care teams in learning to improve performance. Although the association between skilled, trained staff and quality of care is well-established in research, how best to engage learners from an increasingly diverse workforce is less well understood. This paper outlines the context, framework, methods, and preliminary evaluation of the program. Data from participant surveys, interviews, and field notes suggest that program content and delivery positively impacted participants. Four major themes emerged: Enabling engagement through experiential learning; Valuing reciprocity in long-term care training; Creating meaningful change through significant learning; and, Fostering sustained practice change through leadership involvement. The paper concludes with implications for LTC workforce training. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
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24. What Forgiveness Teaches Us About Research Methods.
- Author
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Black, Helen K.
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QUALITATIVE research ,RESEARCH ,ETHNOLOGY ,ANTHROPOLOGY ,OLDER people ,INTERVIEWING in ethnology - Abstract
This paper highlights the analytical and descriptive components of qualitative research. Narratives collected through ethnographic interviewing emphasize the unique meaning, to an elder, of a particular experience. The experience of forgiving someone or being forgiven was qualitatively researched through a project entitled: Forgiveness as concept and tool at the end of the lifespan.Asample of forty elders, varied by gender, race and religious adherence, narrated their life stories and stories of forgiveness. Using a case study from the original forgiveness project, this article reports how an elderly woman determined that an incident in her life required forgiveness. Analysis identifies the elder as the expert on her experiences of forgiveness, and the paper examines the interviewer's role in the process of the ethnographic interview. [ABSTRACT FROM PUBLISHER]
- Published
- 2003
- Full Text
- View/download PDF
25. A problem-based learning curriculum in geriatrics for medical students.
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Yanamadala, Mamata, Kaprielian, Victoria S., O’Connor Grochowski, Colleen, Reed, Tiffany, and Heflin, Mitchell Tod
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GERIATRIC assessment ,CAREGIVERS ,CLINICAL competence ,COGNITION disorders ,COMMUNITY health services ,ACCIDENTAL falls ,GERIATRICS ,HEALTH care teams ,HEALTH planning ,INTERVIEWING ,MEDICAL students ,MENTAL illness ,PROBLEM-based learning ,SCALE analysis (Psychology) ,HEALTH self-care ,DECISION making in clinical medicine ,BODY movement ,COURSE evaluation (Education) ,EDUCATIONAL outcomes ,MEDICATION therapy management ,FUNCTIONAL assessment - Abstract
A geriatrics curriculum delivered to medical students was evaluated in this study. Students were instructed to review real patient cases, interview patients and caregivers, identify community resources to address problems, and present a final care plan. Authors evaluated the course feedback and final care plans submitted by students for evidence of learning in geriatric competencies. Students rated the efficacy of the course on a 5-point Likert scale as 3.70 for developing clinical reasoning skills and 3.69 for interdisciplinary teamwork skills. Assessment of an older adult with medical illness was rated as 3.87 and ability to perform mobility and functional assessment as 3.85. Reviews of written final care plans provided evidence of student learning across several different geriatric competencies such as falls, medication management, cognitive and behavior disorders, and self-care capacity. Assessment of the curriculum demonstrated that medical students achieved in-depth learning across multiple geriatric competencies through contact with real cases. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
26. Infusing geriatrics expertise in health professions education through interprofessional faculty development.
- Author
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Marrs, Sarah A., Ansello, Edward F., Slattum, Patricia W., Davis, Kimberly, Parsons, Pamela L., Zimmerman, Kristin, and Coogle, Constance L.
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GERIATRICS ,ATTITUDES of medical personnel ,LEARNING ,JOB satisfaction ,INTERDISCIPLINARY education ,CURRICULUM planning ,TEACHER development ,EDUCATIONAL outcomes ,CORPORATE culture - Abstract
As the population of older adults continues to grow, the need for health care professionals trained in the delivery of interprofessional care for older adult patients is critical. The purpose of this paper is to detail the outcomes of an interprofessional, geriatrics training program for healthcare professionals with a faculty appointment. Specifically, we gathered outcomes at four levels: reactions/satisfaction, learning, behavioral, and organizational. Our findings suggest that programs structured like the Faculty Development Program (FDP) have the potential to increase the amount of geriatrics content introduced in already existing health professions curricula, as well as to offer faculty needed training in how to provide their students with interprofessional learning experiences. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
27. Facing an Aging Society: Taiwan's Universities in crisis.
- Author
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Hu, Hsiao-Mei
- Subjects
AGING ,BIRTH rate ,EDUCATION ,FERTILITY ,UNIVERSITIES & colleges ,SOCIAL responsibility ,MASTERS programs (Higher education) - Abstract
As a result of the phenomenon of a rapidly aging population and low birth rates, Taiwanese universities face a shortage of traditionally aged students and as a result must respond to older learners' needs. In response to this demand, the Ministry of Education issued the Lifelong Learning Act in 2002 and White Paper for implementing education for older persons in an aging society in 2006. Universities now face unprecedented challenges as they play a leading role in facilitating these programs. The purpose of this article is to explore the challenges Taiwanese universities face in educating an aging society and to provide some suggestions. First, this article notes current challenges. Second, the development of the status quo of senior education is presented. Third, the changing landscape of universities is discussed. Finally, some suggestions are presented for both university administration and program developers. In conclusion, universities should grasp this opportunity to modify strategies for involving older adults. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
28. Intercultural gerontology curriculum: Principles and practice.
- Author
-
Mercer, Lorraine
- Subjects
AGING ,ALTERNATIVE education ,CURRICULUM planning ,GERIATRICS ,INTERVIEWING ,LEARNING strategies ,CULTURAL pluralism ,RESEARCH ,TEACHING methods ,THEMATIC analysis ,CULTURAL competence ,UNDERGRADUATES - Abstract
The internationalization of universities and the aging of the global population are two current issues that converge and challenge undergraduate gerontology curriculum development in Canada. One response to this challenge is to envision an intercultural gerontology curriculum. What might this curriculum encompass? How might it be taught? An exploratory study was undertaken to address these two questions. This paper presents findings from this study based primarily on interviews with university-based stakeholders from Canada, the United States, and Europe. Thematic analysis of the interviews resulted in five themes: multiple perspectives on cultural diversity; the dynamic nature of cultural diversity and aging; flow of an intercultural curriculum; institutional culture and intercultural curricula; and principles and practice for intercultural gerontology. Framed by principles of gerontology theory and educational approaches, this paper focuses on the principles and practice suggested by study participants. Scaffolding learning, active learning strategies, experiential learning opportunities, teacher modelling, and internet-based learning are discussed as key to intercultural learning. An appendix includes a list of resources that may be useful to developing an intercultural gerontology curriculum. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
29. Geriatric Education Across 94 Million Acres Adapting Conference Programming in a Rural State.
- Author
-
Murphy-Southwick, Colleen and McBride, Melen
- Subjects
GERIATRICS ,CONTINUING medical education ,CONTINUING education ,EDUCATIONAL technology ,HIGHER education - Abstract
Montana, a predominantly rural state, with a unique blend of geography and history, low population density, and cultural diversity represents the challenges for program development and implementation across remote areas. The paper discusses two statewide multidisciplinary geriatric education programs for health professionals offered by the recently established Montana Geriatric Education Center (MTGEC); use of telecommunications technology; collaborations with Geriatric Education Centers (GECs) and the Montana Healthcare Telemedicine Alliance (MHTA); and training outcomes, insights, and implications for continuing education of health professionals who practice in hard-toreach regions. In addition, data from a statewide needs assessment are presented specific to preferred format. The MTGEC training model that combined traditional classroom and videoconference increased attendance by twofolds and may be adapted in other regions to train providers in remote areas of the U.S. [ABSTRACT FROM PUBLISHER]
- Published
- 2006
- Full Text
- View/download PDF
30. The Geriatric Interdisciplinary Team Training (GITT) Program.
- Author
-
Fulmer, Terry, Flaherty, Ellen, and Hyer, Kathryn
- Subjects
TRAINING of health care teams ,GERIATRIC health care teams ,ELDER care ,MEDICAL care costs ,COST control ,GERIATRICS - Abstract
Geriatric interdisciplinary team training (GITT) is an initiative funded by the John A. Hartford Foundation since 1995. Building from the substantial knowledge gained from the Veteran's Administration project in interdisciplinary team training and lessons from the Pew Foundation initiative, GITT was reconceived by the Foundation to address the need for teams in the care of older adults in the new era of managed care and health care cost containment. This training program has served to help us understand attitudes toward teams, how teams function, and how teams should be trained in the changing health care environment, where length of stay is dramatically different from the earlier team training projects. This introductory paper provides an overview of GITT, and the companion papers give detail of the GITT curricula, measures and lessons learned. [ABSTRACT FROM PUBLISHER]
- Published
- 2003
- Full Text
- View/download PDF
31. Interprofessional competencies of students in a geriatric case competition.
- Author
-
Lach, Helen W., Little, Milta O., Zubatsky, Max, Kuljeerung, Orawan, and Berg-Weger, Marla
- Subjects
NATIONAL competency-based educational tests ,MEDICAL students ,INTERPROFESSIONAL relations ,DESCRIPTIVE statistics ,INTERDISCIPLINARY education ,ELDER care - Abstract
This paper presents a valuable activity to teach health professions students – the interprofessional geriatric case competition. This program brought together students from multiple health professions to design and present a comprehensive care plan using a simulated complex geriatric patient case. Student participants demonstrated beginning skills in interprofessional collaboration based on the IPEC competencies. The case competition provides a positive, engaging experience to introduce health professions students to geriatric principles and develop their readiness for collaborative interprofessional practice. The competition could be conducted virtually, providing a supplement to on-site education. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
32. Making a difference: Students' experiences with a dementia care program.
- Author
-
Frausing, Kristian Park and Stamp, Anne Schinkel
- Subjects
EVALUATION of human services programs ,FOCUS groups ,MEDICAL students ,MOTIVATION (Psychology) ,GERIATRICS ,INTERVIEWING ,EXPERIENCE ,QUALITATIVE research ,DEMENTIA ,STUDENTS ,THEMATIC analysis ,DATA analysis software ,LONGITUDINAL method ,MEDICAL education - Abstract
As the number of elderly citizens in general and the number of persons with dementia in particular rises, the importance of educating geriatric health care professionals increases. Recruitment is, however, impaired by negative stereotypes and insecurity. Previous research has shown that contact with the field of dementia care is important for students' motivation for choosing this career path. This paper presents an extracurricular psychomotor intervention program in which students through eight visits to elderly persons with dementia carry out an intervention involving direct individual contact. Eight psychomotor therapy students participated in follow-up focus group interviews. The purpose was to explore the motivational dynamics that make these experiences meaningful to students. Qualitative analysis of the students' self-assessed outcomes revealed three themes: The relational encounter, Discovering the person, and Making a difference. In combination these themes show important nuances to existing literature on student career dreams by pointing to the benefits of attending to the moment to moment changes in the care situation. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
33. Impact of a community health conversation upon advance care planning attitudes and preparation intentions.
- Author
-
Carney, Maria T., Williams, Myia, Zhang, Meng, Kozikowski, Andrzej, Dolgin, Janet, Kahn, Adam, Walerstein, Steve, Kessler, Melissa, and Pekmezaris, Renee
- Subjects
EVALUATION of human services programs ,CLINICAL trials ,CONVERSATION ,COMMUNITY support ,ADVANCE directives (Medical care) ,SURVEYS ,PRE-tests & post-tests ,HEALTH behavior ,INDEPENDENT living ,DESCRIPTIVE statistics ,INTENTION ,METROPOLITAN areas ,PROXY ,EDUCATIONAL outcomes - Abstract
Background: Advance care planning conversations and preparations do not occur as frequently as they should. Framing advance care planning as a health behavior and an opportunity for community engagement can help improve community-dwellers' intentions to have discussions and preparations regarding facing serious illness, death and dying. Methods: A multi-setting confidential pre/post paper survey assessing advance care planning discussions and preparation intentions was given to community-dwelling citizens residing in the New York metropolitan area. Survey items were adapted from a previous end of life survey to include questions on chronic illnesses, important conversations, comfort levels and concerns about end of life. The intervention was a 1-hour presentation on advance care planning (importance, laws, effective communication and audience questions) Results: Our study found significant interest in discussing advanced care planning across age groups. There were significant changes for participant intentions regarding: having conversations with loved ones, a health care proxy or similar document and none; as well as differences in participant intentions for discussions with caregiver, family, friends, primary physician and no-one. Conclusion: Educating individuals on the importance of advance care planning may be effective in changing community dwellers' intentions to start the conversation and put advanced care planning measures in place. Abbreviations: ACP: Advance Care Planning; CHAT: Conversations Health and Treatments; EoL: End of Life; HCP: Health Care Proxy; MOLST: Medical Orders for Life-Sustaining Treatments; PCP: Primary Care Physician [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
34. The geriatric certificate program: collaborative partnerships for building capacity for a competent workforce.
- Author
-
Marr, Sharon, McKibbon, Kristy, Patel, Anisha, McKinnon Wilson, Jane, and Hillier, Loretta M.
- Subjects
MEDICAL quality control ,CONFIDENCE ,HUMAN comfort ,LABOR supply ,HEALTH care teams ,INTELLECT ,CERTIFICATION ,MEDICAL practice ,JOB performance ,ELDER care - Abstract
Many practicing health care providers find themselves ill-prepared to meet the complex care needs of older adults. The Geriatric Certificate Program (GCP) represents a collaborative partnership leveraging existing educational courses, with new courses developed to fill existing education gaps, aimed at improving quality of care for older adults. This paper describes the GCP and examines its impact on knowledge, skills, clinical practice, as well as confidence, comfort, and competence in providing geriatric care. Upon program completion, all graduates (N = 146; 100%) completed an online evaluation survey. The majority of graduates reported (5-point scale: 1 = much less now; 5 = much more now) being more confident (88%), comfortable (83%), and competent (89%) to provide optimal geriatric care than prior to the program. The GCP provides a significant opportunity for health care providers to build their capacity for the care of older adults. Key lessons learned in implementing the GCP and suggestions for further development are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
35. College Seniors to Senior Citizens: Harnessing the e-Connection.
- Author
-
MOORE, TAMI J.
- Subjects
COLLEGE seniors ,SERVICES for older people ,GERONTOLOGY education ,ONLINE education ,INTERGENERATIONAL communication ,PUBLIC universities & colleges - Abstract
This article is a report of the impact of an innovative assignment within an upper-division gerontology course in a public university. Although designed to enhance the understanding of important aging concepts for students in a Family Studies program, analysis of student writings revealed an increased understanding of the actual subject matter—older adults. As an addition to typical classroom instruction methods, students were paired with senior citizens from an adult education computer course to exchange a series of e-mail communications over the duration of the gerontology course. The e-mail discussion prompts stemmed from important concepts explored in class units. To determine the impact of this assignment, students were asked to submit a reflection paper on their experience. Student participants indicated that the experience enhanced their understanding of the course concepts and provided a positive interaction opportunity with older partners. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
36. Age-Friendly Universities (AFU): Possibilities and Power in Campus Connections.
- Author
-
Montepare, Joann M., Farah, Kimberly S., Bloom, Steven F., and Tauriac, Jesse
- Subjects
AGE distribution ,COALITIONS ,CORPORATE culture ,GERIATRICS ,INTERGENERATIONAL relations ,ORGANIZATIONAL change ,CULTURAL pluralism ,SCHOOL environment ,UNIVERSITIES & colleges ,TEACHING methods ,MASTERS programs (Higher education) - Abstract
Shifting age demographics are reshaping societies and challenging institutions of higher education to respond to aging populations through new approaches to teaching, research, and community engagement. The Age-Friendly University (AFU) initiative offers a set of guiding principles institutions can use to assess the extent to which their programs and practices are age inclusive, as well as identify gaps and opportunities. However, institutions need guiding change models to help them mount more comprehensive, integrated age-friendly efforts. Hirschhorn and May's campaign approach to change in higher education offers one such model. Drawing on its four core elements (i.e., "listen in" to the institution, develop a strategic theme, sweep people in, build the infrastructure), the present paper shows how AFU partners are working to move their age-friendly efforts across their campuses by building connections, coalitions, and partnerships. It is argued that such relationships are essential for achieving and sustaining an institution's age-friendly vision. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
37. Potentials and pitfalls of networking in interdisciplinary education: Taking on the challenges in Gerontology and Geriatrics.
- Author
-
Clark, Phillip G.
- Subjects
ELDER care ,BUSINESS networks ,GERIATRICS ,HEALTH care teams ,INTERDISCIPLINARY education ,INTERPROFESSIONAL relations ,MEDICAL schools ,ORGANIZATIONAL structure ,JOB performance ,OCCUPATIONAL roles ,COMMUNITY services - Abstract
Gerontology and geriatrics are quintessentially interdisciplinary fields. To understand aging, an interdisciplinary perspective is necessary; to provide quality care to older adults with complex, chronic conditions, an interprofessional team is required. Academic, clinical, and community-based settings – with their vertical organizational structures – need bridging strategies to create networks that support interdisciplinary education in both classroom and experiential settings. Taking on these challenges requires emphasizing the importance of key competencies that integrate the unique perspectives, contributions, and roles of different disciplines, and creating the connections critical for promoting interdisciplinary education. First, this paper develops a theoretical foundation for networking to construct and maintain educational and service provider partnerships. Second, the organizational and institutional requirements for successful networking are explored, based on both empirical research and principles from the theoretical framework. Finally, practical recommendations for the development of key strategies for implementing and sustaining interdisciplinary and academic-clinical-community partnerships are summarized. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
38. The use of motivational interviewing during an interdisciplinary Service-Learning activity for older adults at risk for dementia.
- Author
-
Han, Areum, Park, Myungsook, Kim, Sihyun, Hong, Hyeon, and Choi, Eunyoung
- Subjects
ELDER care ,DEMENTIA ,HEALTH occupations students ,INTERDISCIPLINARY education ,INTERPROFESSIONAL relations ,SOCIAL workers ,SERVICE learning ,STUDENTS ,STUDENT attitudes ,MOTIVATIONAL interviewing ,PHYSICAL therapy students ,OCCUPATIONAL therapy students - Abstract
This study aimed to develop a service-learning program based on motivational interviewing for older adults living alone and at risk for dementia. This paper focused on description and implementation of the developed program and students' preliminary outcomes as a mixed-methods pilot study. Participants were nine students in occupational therapy, physical therapy, and social work and three older adults matched to each of the three interdisciplinary student groups. Students' attitudes about community service improved. Also, participation in the program was regarded as a new useful experience that helped in realizing the importance of interprofessional collaboration, expanding knowledge about other disciplines, contributing to the community and professional development, and understanding older adults living alone. Future study should include a larger sample size and measure the program's effectiveness for both the students and older adults. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
39. Nurturing gerontology students' intrinsic motivation to cocreate: The design of a powerful learning environment.
- Author
-
Jukema, Jan S, Veerman, Mieke, Van Alphen, Jacqueline, Visser, Geraldine, Smits, Carolien, and Kingma, Tineke
- Subjects
FOCUS groups ,GERIATRICS ,LEARNING strategies ,MEDICAL education ,MOTIVATION (Psychology) ,NURTURING behavior ,SCHOOL environment ,TEACHING methods ,EDUCATIONAL outcomes ,NATIONAL competency-based educational tests ,PSYCHOLOGY of Undergraduates ,EVALUATION of human services programs - Abstract
Professionals such as gerontologists play an important role in the design, development and implementation of age-friendly services. and products, by using working methods and principles of co-creation. A Dutch undergraduate applied gerontology programme aims to train students in the why, how and what of co-creation. The degree to which students are intrinsically motivated to develop competencies depends on how their psychological needs are met. These needs are autonomy, an awareness of competence and a sense of relatedness, as described in the self-determination theory. To nurture the intrinsic motivation of the applied gerontology students, a realistic, powerful learning environment called the Living Lab Applied Gerontology was designed and implemented. The aim of this paper is to present the design of this powerful learning environment and to discuss its value for nurturing the students' intrinsic motivation for co-creation. Based on a focus group with eight students, we identify directions for further research and development of living labs. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
40. Speculations on the Future of Taught Masters Courses in Gerontology: Lessons from a Comparison of England, Scotland, Finland, and Spain.
- Author
-
Askham, Janet, Gilhooly, Mary, Parkatti, Terttu, and Vega, Jose-Luis
- Subjects
GERONTOLOGY education ,CURRICULUM - Abstract
Postgraduate education in gerontology is now widespread within European universities, but, even so, such developments remain very uneven. This paper outlines the variety of provision by describing Master's programmes in a sample of countries: England, Scotland, Finland, and Spain. These programmes illustrate some of the common problems: lack of funding for students, limited availability of academic staff, and reliance on a small core of dedicated teachers. They exhibit many strengths, including the breadth of curricula, high academic standards, high calibre and varied backgrounds of the students, the value of the qualification in employment, and meeting the demands of an ageing Europe. At the same time, these courses are faced with important issues about their sustainability. This paper argues that the demand for generalist courses such as gerontology taught Master's may fall in the coming years due to a combination of factors, such as employers' unwillingness to allow day release and demands by older people themselves for treatment and care by specialists. Generalist courses, this paper argues, may only survive in the biggest and best universities serving large populations and in cities able to attract overseas students. doi:10.1300/J021v27n03_03 [ABSTRACT FROM PUBLISHER]
- Published
- 2007
- Full Text
- View/download PDF
41. Intergenerational Service-Learning Across Levels and Disciplines: "One Size (Does Not) Fit All".
- Author
-
Karasik, Rona J., Maddox, Margie, and Wallingford, Minetta
- Subjects
OLDER people ,AGING ,SERVICE learning ,STUDENTS ,OCCUPATIONAL therapy ,INTERGENERATIONAL relationship programs - Abstract
Service-learning is increasingly becoming an avenue used in a variety of disciplines to provide students with real-life experience regarding aging and older adults. Developing and implementing meaningful service-learning experiences, however, requires consideration both of the discipline-specific content to be addressed, as well as the varied backgrounds (educational and personal) and levels (freshman to graduate) of the students who will be participating. Intergenerational service-learning is not a one-size-fits-all endeavor. Drawing on the experiences of intergenerational service-learning programs at three institutions (representing three disciplines-Gerontology, Nursing, and Occupational Therapy), this paper focuses on the discipline-specific challenges of building a quality intergenerational service-learning program, as well as the associated challenges of developing appropriate intergenerational service-learning experiences for a range of student levels with varied backgrounds. [ABSTRACT FROM PUBLISHER]
- Published
- 2004
- Full Text
- View/download PDF
42. An interprofessional geriatrics faculty development program: exploration of the barriers and facilitators of capstone projects.
- Author
-
Davis, Kimberly, Marrs, Sarah A., Williams, Ishan C., Zimmerman, Kristin, Coogle, Constance L., Ansello, Edward F., Parsons, Pamela L., Slattum, Patricia W., and Waters, Leland H.
- Subjects
INTERDISCIPLINARY education ,INTELLECT ,HUMAN services programs ,RESEARCH funding ,SELF-efficacy ,QUALITATIVE research ,GERIATRICS ,INTERVIEWING ,DESCRIPTIVE statistics ,TEACHER development ,ABILITY ,CONCEPTUAL structures ,RESEARCH methodology ,DATA analysis software ,PROFESSIONAL competence ,TRAINING - Abstract
Faculty development programs (FDPs) are an effective, evidence-based method of promoting knowledge, skills and self-efficacy of faculty. However, implementation and sustainability of curricular capstone projects developed by faculty as part of these programs are rarely reported. Challenges to sustaining programmatic implementation of interprofessional FDP curricular content into academic and clinical settings over time were not found in peer-reviewed literature. To better understand the sustained impact of our geriatrics-focused FDP, we explored barriers and facilitators to implementation and sustainability of capstone projects designed by faculty Scholars in our FDP. Thematic analysis of virtual interviews with 17 Scholars revealed several key factors that impacted the implementation and Dynamic sustainability of curricular projects. Three major themes and sub-themes were identified: Project Implementation (Supportive Factors, Hindering Factors and Filling in Gaps in the Field); Pedagogical Development (Enhancement of Skills and Culture Change); and Sustainability Impact (Project Sustainability, Career Development and Passing the Torch). Results suggest it is important to ensure logistical support, dedicated time, and organizational or institutional support. Implementation of geriatrics-focused FDPs provides an evidence-based approach to sustainability. Further study of the ongoing barriers and facilitators to sustainability is encouraged. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
43. Interprofessional education activity to improve communication with older adults.
- Author
-
Gaeta, Laura and Sharpp, Tara
- Subjects
INTERDISCIPLINARY education ,INTERPROFESSIONAL relations ,HEALTH occupations students ,EDUCATIONAL outcomes ,QUESTIONNAIRES ,CLINICAL trials ,SURVEYS ,PRE-tests & post-tests ,COMMUNICATION ,AGING ,STUDENT attitudes ,CASE studies ,HEARING disorders ,LEARNING strategies ,PSYCHOSOCIAL factors ,HEALTH care teams - Abstract
Given the increasing older adult population, students in the health professions need to be trained to work in interprofessional teams to effectively interact with and manage communication difficulties in this population. Through an interprofessional education case study activity focused on communication with a complex older adult patient, 92 students from Communication Sciences and Disorders and Nursing learned about interprofessional collaboration, age-related hearing loss, and communication strategies. Participants completed a knowledge assessment quiz, the Interprofessional Attitudes Scale (IPAS), and a post-activity evaluation survey. Pre- and post-activity results revealed a significant improvement in participants' knowledge of age-related hearing loss and its effects on communication, and significant improvements related to attitudes toward interprofessional education and shared learning on the IPAS. The findings of this experience indicate that the activity was effective in educating students about age-related hearing loss and communicating with older adults. The activity was valuable and had a positive impact on students' attitudes toward collaboration. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
44. The evolution of universities of the third age around the world: A historical review.
- Author
-
Casanova, Giuliana, Weil, Joyce, and Cerqueira, Margarida
- Subjects
CURRICULUM ,EDUCATION ,DIVERSITY & inclusion policies ,UNIVERSITIES & colleges ,EDUCATIONAL technology ,ORGANIZATIONAL structure ,UNIVERSITY & college administration ,CONTINUING education ,SOCIAL support ,ADULT education ,FORECASTING - Abstract
Universities of the Third Age (U3A), lifelong learning institutes, and "senior universities" are terms used to describe organizations that provide education for older adults, specifically for those who are retired or in the "third age" of life. The purpose of this article is to provide a comprehensive, historical overview of the evolution of these organizations across global settings. This article highlights the importance of older adult education while discussing U3A's structure and models. The article explores the origins and historical development of the U3A model and its influence on recent initiatives like the Age-Friendly Universities movement. It then focuses on the impact of French and British Models of U3A on providing older adult education. There is a general discussion of the expansion of these organizations in several countries and a comparison of each's curricular structure and approach. The article concludes with suggested future directions and potential areas of improvement (e.g. technology access, accessibility, and inclusion of older adult learners; diverse needs and interests) and ways these models can remain relevant to the ever-changing older adult learner population. Through this analysis, the article contributes to the understanding of U3A organizations and their role in promoting lifelong learning for older adults. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
45. Development and evaluation of a national careers in aging webinar series for psychology trainees.
- Author
-
McDarby, Meghan, Heintz, Hannah, Carpenter, Brian D., and Moye, Jennifer
- Subjects
ALLIED health career counseling ,SUCCESS ,RESEARCH funding ,FOCUS groups ,DATA analysis ,T-test (Statistics) ,ACADEMIC medical centers ,GERIATRIC psychiatry ,EDUCATIONAL outcomes ,QUESTIONNAIRES ,WORK-life balance ,LEADERSHIP ,UNIVERSITIES & colleges ,DESCRIPTIVE statistics ,CONFIDENCE ,PSYCHOLOGY ,HOSPITAL medical staff ,ANALYSIS of variance ,STATISTICS ,STUDENT attitudes ,COUNSELING ,DATA analysis software ,CLINICAL education ,WEBINARS - Abstract
Trainees may be interested in careers in aging but unfamiliar with career options, leading to a shortage in the geriatric workforce. In response to needs identified at a national geropsychology training conference, a multisite faculty group developed a six-session webinar series about careers in geropsychology, detailing career options in six unique settings. Each webinar session featured a moderated discussion with a panel of four professionals currently employed in the career of interest. The webinar was advertised to clinical and counseling psychology trainees with a potential interest in age-related careers, with evaluation of the series primarily including trainees from graduate programs, clinical internships, and postdoctoral fellowships. Participants rated their attitudes and beliefs about each career option at pre- and post-discussion. On average, each webinar session was attended by 48 individuals (SD = 12, range = 33–60). At baseline, attendees reported significantly more interest in careers in clinical practice compared to other careers, and interest in university settings increased from pre- to post-discussion. Across all six sessions, participants reported increased understanding of training experiences that would be helpful in pursuing that specific career. Findings point to the feasibility and utility of webinars for enhancing interest and confidence in pursuing careers in aging. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
46. Gerontological education: a pathway towards advancing the rights of older people.
- Author
-
Stoeckel, Kimberly J, Eyers, Ingrid, and Fitzgerald, Kelly G
- Subjects
CURRICULUM ,SELF-efficacy ,HEALTH occupations students ,GERIATRICS ,EDUCATIONAL outcomes ,COMPASSION ,WORK environment ,HUMAN rights ,AGEISM ,TEACHER-student relationships ,CRITICAL thinking - Abstract
Following the UN Human Rights Declaration in 1948, much effort has been undertaken to formalize the rights of older people. This article aims to highlight the role of education in advancing the rights of older people. Raising awareness and sharing knowledge about the rights of older people through rights-based education can empower students, when entering their field of work, to be advocates for rights within their employment settings and local communities. The effectiveness of a rights-based educational training for organizations working with refugees in Jordan, which took place in Amman in January 2020, is analyzed using the participant-focused Transformative Human Rights Education (THRED) as a framing structure. Our analysis found that training participants became active in promoting the rights of older people in their workplaces. The rights of older people need to be more than a conversation, and transformational change that promotes rights can occur when people feel empowered to undertake action-oriented advocacy. The case study analysis provides an example of how influential participant-centered pedagogy, such as THRED, can be to help students in gerontology programs become active agents in promoting rights of older people in their workplaces, communities, and ultimately influencing the international dialogue. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
47. Professional identity formation of medical students in relation to the care of older persons: a review of the literature.
- Author
-
Moll-Jongerius, Annemarie, Langeveld, Kirsten, Tong, Wing, Masud, Tahir, Kramer, Anneke W.M., and Achterberg, Wilco P.
- Subjects
ELDER care ,HOLISTIC medicine ,INTERDISCIPLINARY education ,MEDICAL information storage & retrieval systems ,INTERPROFESSIONAL relations ,MEDICAL education ,UNDERGRADUATES ,COMPASSION ,PROFESSIONAL identity ,PATIENT-centered care ,SYSTEMATIC reviews ,THEMATIC analysis ,MEDLINE ,MEDICAL databases ,PSYCHOLOGY of medical students ,STUDENT attitudes ,ONLINE information services ,PROFESSIONAL competence ,ERIC (Information retrieval system) ,PSYCHOLOGY information storage & retrieval systems - Abstract
With the growing population of older persons, medical students have to be well prepared for older persons' health care during medical school. Becoming a doctor is an interplay of building competencies and developing a professional identity. Professional identity formation of medical students is a relatively new educational concept in geriatric medical education. This review aims to explore the concept of professional identity formation of undergraduate medical students in relation to the care of older persons. Twenty-three peer-reviewed studies were included and summarized narratively. Patient-centeredness, caring and compassion, collaboration and holistic care are characteristics of the doctor's professional identity in relation to the care of older persons. Participating in the context of older persons' health care contributes to the becoming of a doctor in general. In this context, the building of relationships with older persons, participating in their lives and role models are important influencers of professional identity formation. Furthermore, the perceptions and expectations medical students have of future doctoring influence their feelings about the care of older persons. To prepare medical students for older persons' health care, professional identity formation seems to be a relevant educational concept. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
48. Exploring intergenerational study abroad to promote Age-Friendly Universities (AFU).
- Author
-
Naar, Jill Juris
- Subjects
CONCEPTUAL structures ,CONTINUING education ,EXPERIENTIAL learning ,GERIATRICS ,INTERGENERATIONAL relations ,INTERPROFESSIONAL relations ,PUBLIC relations ,SCHOOL environment ,UNIVERSITY & college administration - Abstract
Intergenerational study abroad programs can provide opportunities for academic institutions to become more age-friendly. With a robust market of both older adult educational tourists and university study abroad students, there is an opportunity to integrate the age-segregated travel groups by collaborating to provide intergenerational study abroad. By diversifying the ages of study abroad participants, group experiences may lead to transformative learning related to self-awareness. This multi-disciplinary review examines literature from the gerontology, tourism, and education disciplines to determine specific approaches for achieving shared educational outcomes through intergenerational study abroad. This exploratory paper outlines a theoretical framework for college and university-sponsored intergenerational study abroad, identifies overlapping areas of student study abroad and older adult educational tourism, and provides recommendations for creating an intergenerational learning opportunity that extends beyond the academic campus and exemplifies the Age-Friendly University (AFU) initiative. Finally, a discussion of implications for gerontology education and potential challenges of implementation is provided. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
49. Charting a future for Canada's first Age-Friendly University (AFU).
- Author
-
Chesser, Stephanie and Porter, Michelle
- Subjects
AGING ,CONCEPTUAL structures ,GERIATRICS ,INTERGENERATIONAL relations ,SCHOOL environment ,UNIVERSITIES & colleges ,UNDERGRADUATES ,STAKEHOLDER analysis - Abstract
Situated within a Canadian context, but with implications for a broad range of institutional settings, this paper describes the events that preceded the adoption of the Age-Friendly University (AFU) framework at the University of Manitoba (U of M), as well as the specific strategies being employed within the university to assess and encourage age-friendliness. These include: a) the university's Centre on Aging and its mandate to foster interdisciplinary age-related research and community dialogue, b) the creation of an interdisciplinary AFU committee and several working groups, c) innovative research projects that have assessed university age-friendliness from a variety of stakeholder perspectives, and d) an interactive undergraduate course activity being used to educate students about AFU features. Present and future AFU challenge areas and potential solutions are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
50. Becoming and being an Age-Friendly University (AFU): Strategic considerations and practical implications.
- Author
-
Clark, Phillip G. and Leedahl, Skye N.
- Subjects
AGING ,CONCEPTUAL structures ,GERIATRICS ,INTERGENERATIONAL relations ,SCHOOL environment ,UNIVERSITIES & colleges ,PLANNING techniques - Abstract
Becoming and being an Age-Friendly University (AFU) require developing a strategic plan for enlisting support across campus for the AFU principles and embarking on an ongoing process for continuing to promote them as an academic community. Throughout this process, the use of a conceptual framework for change in academic settings can be helpful. The University of Rhode Island (URI) recently became an AFU after a campus-wide process of identifying activities that already supported AFU principles and enlisting key sources of support for embracing them. In particular, an emerging emphasis within URI on developing lifelong-learning and intergenerational programs provided a firm foundation upon which to build the case. This paper proposes a conceptual framework for developing a strategy for change in an academic setting, and then illustrates how URI has utilized it to move forward with becoming more "aging friendly." Implications for continuing development consistent with the AFU principles will be discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
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