scholarly journals Curricula Innovation to Positively Influence Preference for Working With Older Adults: A Review of the Literature

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 546-546
Author(s):  
Christine Brewer
Keyword(s):  
Older Adults ◽  
Nursing Education ◽  
Nursing Students ◽  
Service Learning ◽  
Community Dwelling ◽  
Evidence Based ◽  
Clinical Experiences ◽  
Search Terms ◽  
Education Interventions ◽  
Community Dwelling Older Adults

Abstract Few nursing students show preference in working with older adults. The purpose of this study was to review the U.S. nursing education evidence-based literature to determine curricula innovation to positively influence preference for working with older adults. CINAHL, Medline, Ovid Emcare, PsychInfo, and PubMed databases were searched for relevant U.S studies published between 2009 and 2020 using the search terms “nursing students”, “geriatrics OR gerontology OR older adults OR elderly OR aging”, “career OR work”, and “choice OR preference OR attitude”. Nine studies were eligible for inclusion. Nursing education may play a role in influencing how students perceive and prefer to work with older adults. Promising interventions include stand-alone gerontology courses, intergenerational service-learning experiences, and clinical experiences with community dwelling older adults. More evidence-based research with larger sample sizes are needed to determine effective nursing education interventions to improve nursing students’ attitude and preference for working with older adults.

Single-Session Evidence-Based Intervention and Fall Risk Awareness in Community-Dwelling Older Adults

2021 ◽  
Vol 37 (3) ◽  
pp. 198-206
Author(s):  
Brenda S. Howard ◽  
Fiona Brown Jones ◽  
Aundrea Sellers Steenblock ◽  
Kiersten Ham Butler ◽  
Ellen Thomas Laub ◽  
...  
Keyword(s):  
Older Adults ◽  
Fall Risk ◽  
Community Dwelling ◽  
Evidence Based ◽  
Risk Awareness ◽  
Single Session ◽  
Community Dwelling Older Adults

Defining Service Learning in Nursing Education: An Integrative Review

1970 ◽  
Vol 4 (2) ◽  
Author(s):  
Neti Juniarti ◽  
Lana Zannettino ◽  
Jeffrey Fuller ◽  
Julian Grant
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Service Learning ◽  
Integrative Review ◽  
Mental Health Nursing ◽  
Search Terms ◽  
Health Nursing ◽  
Definition Of ◽  
Community Mental Health Nursing ◽  
Nursing Health

Despite the wide use of service learning, there is lack of a standardised definition and measurable outcomes. Definitions of service learning found in the literature vary from the very broad to the highly specific. The aim of this review was to generate a functional definition of service learning and identify its components to constructively design and evaluate service-learning approaches in nursing education. An integrative review of scholarly literature was conducted to enable a concept analysis. A comprehensive database search using the search terms through a range of electronic databases, including CINAHL, MEDLINE, ERIC, Scopus, and the Web of Science from the earliest retrievable records of each database to June 23, 2015. The search terms used in this review were nursing students, nursing education, nursing school, community health nursing, community mental health nursing, health education, and service learning or community based education. A total of 42 studies were included in the review. A functional definition of service learning is proposed and four components of service learning were identified in this review, namely a structured form of intra-curricular experiential learning, reflection, reciprocity, and setting specific outcomes and benefits for stakeholders. The proposed conceptual model of service learning could contribute to consistent development, implementation, and evaluation of service learning in nursing education. Keywords:Components, definition, nursing education, service learning. Mendefinisikan Metode Belajar Service Learningdalam Pendidikan Keperawatan: Sebuah Kajian IntegratifAbstrakMetode service learning telah banyak digunakan di institusi pendidikan keperawatan di dunia, tetapi tidak ada definisi standar dan hasil yang terukur dari metode ini. Definisi service learning yang ada saat ini sangat bervariasi mulai dari yang sangat umum sampai sangat spesifik. Tinjauan literature ini bertujuan untuk menyusun definisi fungsional dari metode service learning dan mengidentifikasi komponennya sehingga dapat digunakan untuk merancang dan mengevaluasi metode service learning dalam pendidikan keperawatan. Integrative review (tinjauan pustaka terintegrasi) dilakukan untuk melakukan analisis konsep service learning. Pencarian literature secara komprehensif melalui database elektronik yang terdiri dari CINAHL, MEDLINE, ERIC, Scopus, dan the Web of Sciencedari publikasi yang paling awal sampai dengan tanggal 23 Juni 2015. Kata kunci yang digunakan adalah: nursing students, nursing education, nursing school, community health nursing, community mental health nursing, health education, and service learning or community based education.Total 42 artikel penelitian dimasukkan dalam analisis. Definisi fungsional service learning telah disusun dan empat komponen utama service learning telah diidentifikasi yang terdiri dari pengalaman belajar lapangan intra-kurikuler yang terstruktur, refleksi, reciprocity (manfaat timbal balik), dan penentuan hasil dan manfaat yang spesifik untuk semua pihak yang terlibat. Model konseptual yang disusun dapat berkontribusi bagi institusi pendidikan keperawatan untuk mengembangkan, melaksanakan dan mengevaluasi kegiatan service learning. Kata kunci : Definisi, komponen, pendidikan keperawatan, service learning

Instruments to Assess Mobility Limitation in Community-Dwelling Older Adults: A Systematic Review

2015 ◽  
Vol 23 (2) ◽  
pp. 298-313 ◽  
Author(s):  
Jane Chung ◽  
George Demiris ◽  
Hilaire J. Thompson
Keyword(s):  
Older Adults ◽  
Community Dwelling ◽  
Mobility Limitation ◽  
Assessment Tools ◽  
Self Report ◽  
Clear Understanding ◽  
Lower Extremity Function ◽  
Search Terms ◽  
Community Dwelling Older Adults ◽  
Selection Of

Mobility is critical in maintaining independence in older adults. This study aims to systematically review the scientific literature to identify measures of mobility limitation for community-dwelling older adults. A systematic search of PubMed, CINAHL, and psycINFO, using the search terms “mobility limitation”, “mobility disability”, and “mobility difficulty” yielded 1,847 articles from 1990 to 2012; a final selection of 103 articles was used for the present manuscript. Tools to measure mobility were found to be either self-report or performance-based instruments. Commonly measured constructs of mobility included walking, climbing stairs, and lower extremity function. There was heterogeneity in ways of defining and measuring mobility limitation in older adults living in the community. Given the lack of consistency in assessment tools for mobility, a clear understanding and standardization of instruments are required for comparison across studies and for better understanding indicators and outcomes of mobility limitation in community-dwelling older adults.

scholarly journals Life is Experienced Until We Die: Effects of Service-Learning on Gerontology Competencies and Attitudes Toward Aging

10.18060/672 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 94-112 ◽  
Author(s):  
Sally Hill Jones
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Service Learning ◽  
Healthy Aging ◽  
Care Service ◽  
Community Dwelling ◽  
Career Plans ◽  
Attitudes Toward Aging ◽  
Community Dwelling Older Adults ◽  
Student Journals

This mixed methods study examined the effects of service learning in an undergraduate gerontology course on student learning outcomes. Eleven of thirteen students chose to provide companionship and practical help to community-dwelling older adults and link course assignments to this experience. Participating students were mostly female and social work majors or minors, of various races and ethnicities, and of traditional and nontraditional ages. Self-ratings using the Geriatric Social Work Competency Scale showed significant skill improvements for students from pretest to posttest. Analysis of student journals indicated improvement in interaction skills, knowledge of aging processes, dismantling of stereotypes, awareness of issues affecting healthy aging, valuing older adults, and cultural competence. Career plans were positively affected for most students. Letters offering advice to their 70-year old selves appeared to impact students’ plans for self-care. Service-learning is recommended to increase students’ gerontology competencies and attitudes toward aging in others and themselves.

scholarly journals Learning Together During a Pandemic Lockdown: Connecting Older Mentors with Nursing Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 951-951
Author(s):  
Alison Phinney ◽  
Frances Affleck
Keyword(s):  
Older Adults ◽  
Nursing Education ◽  
Nursing Students ◽  
Older People ◽  
Healthy Aging ◽  
Community Dwelling ◽  
Term Care ◽  
Undergraduate Nursing ◽  
Survey Results ◽  
The Impact

Abstract Nursing education tends to focus on complex clinical issues affecting older adults who are acutely ill or in long-term care. This creates challenges for educators wanting to expose students to a greater range of experience, including realities of healthy aging. Opportunities to do things differently were presented when an established undergraduate nursing course on complex aging care underwent significant adjustment in the early months of the COVID-19 pandemic. As the course was condensed and moved online and clinical sites closed, invitations were extended to community-dwelling older people who wanted to “help teach nursing students about aging”. The response was overwhelming; over nine days, 118 people (ages 65-94) volunteered to be mentors. Through weekly online/ phone conversations, each person guided their assigned student to learn about diverse experiences of aging. Post-survey results showed the impact of these conversations. Over 90% of mentors felt they had contributed in a meaningful way to student learning and would do it again and recommend it to others. 85% of students felt it was a meaningful experience, offering comments like: “I am more mindful of my assumptions now” and “I learned to approach interactions with older adults as a collaboration; we have so much to give each other”. These results provide a needed counterpoint to the predominant COVID discourse of older people as “isolated, helpless, and needy”. Students came to understand that older people were also “engaged, active, and contributing” and identified how this had changed their view of aging. Implications for nursing education are explored.

scholarly journals Government and University Partner for Virtual Service-Learning to Support Intergenerational Social Interaction

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 366-366
Author(s):  
Martha Kemeny ◽  
Adelle Williams ◽  
Stephanie Cole
Keyword(s):  
Older Adults ◽  
Social Interaction ◽  
Service Learning ◽  
Social Isolation ◽  
Undergraduate Students ◽  
Pilot Project ◽  
Unintended Consequences ◽  
Community Dwelling ◽  
Negative Stereotypes ◽  
Community Dwelling Older Adults

Abstract Pre-pandemic, evidence existed that intergenerational service-learning programs support knowledge of aging and positive attitudes and perceptions (Monahan et al., 2020). As spring 2020 COVID-19 lock downs and public health warnings urged physical distancing of community dwelling older adults, growing concern about the unintended consequences of increased social isolation on mental and physical health prompted the Secretary’s Office of Pennsylvania Department of Aging to design a pilot project with university faculty for virtual intergenerational social interaction. The Department identified older adults at the highest risk for social isolation (live alone, in poverty, with a disability). The resulting pilot project is fully integrated as a high impact practice into eight sections of recreational therapy and gerontology courses with participation by 210 undergraduate students and 210 older adults for 9 weeks of both the fall and spring semesters. Students, who received extensive classroom instruction aimed at avoiding negative stereotypes of older adults as helpless and dependent, called their assigned partner several times a week for at least an hour of communication. Using the UCLA loneliness scale, community-dwelling older adults reported frustration with isolation due to the pandemic. Those with low and moderate loneliness reported positive feelings about program and looking forward to interactions with students. Students gained virtual communication skills that may contribute to telehealth competencies, intervention skills such as assessment, life review/reminiscence, mindfulness techniques, and leisure education. Moreover, an analysis of student reflections revealed positive changes in attitudes toward older adults and the ability to enjoy common interests despite age differences.

Sign in / Sign up

Export Citation Format

Share Document