scholarly journals Effectiveness of an Intergenerational Service-Learning Program to Change Attitudes on Aging

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 365-366
Author(s):  
Sara Bartlett ◽  
Sky Bergman ◽  
Phyllis Solomon ◽  
Zvi Gellis
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Qualitative Data ◽  
Intervention Group ◽  
Intergenerational Relationships ◽  
Learning Activity ◽  
Learning Program ◽  
Convenience Sample ◽  
Experimental Intervention ◽  
Post Test

Abstract This study evaluated the efficacy of a 10-hour intergenerational service-learning program administered to undergraduates to determine if it would increase knowledge about aging, improve attitudes about older adults, and reduce ageism more than a course with less service-learning activity. Making maximum impact on students in these areas in a short amount of time is particularly relevant in short, quarter-based university programs. A quasi-experimental design using a convenience sample compared pre-test and post-test scores between an experimental intervention (N=68) and a comparison (N=71) group on The Facts on Aging Quiz Multiple Choice version, Aging Semantic Differential, and Fabroni Scale on Ageism. Qualitative data via open-ended survey questions was also collected. The experimental intervention, the Lives Well Lived project, was based on a documentary film by the same name, which incorporates themes of successful aging. During the project students and older adults interviewed one another about living a life well lived, participated in a photo shoot, and created a Memoir for the older adult. The comparison group included two social visits to a congregate meal program. Results from multiple regression analysis showed that students in the intervention group had less ageist stereotypes and less negative bias about aging at post-test and qualitative data indicated they were more inclined to participate in intergenerational relationships in the future. Programs like this one that are longer and more relational may be useful for consideration in undergraduate gerontology courses in reducing ageism and promoting intergenerational relationships which benefit those of all ages.

scholarly journals Intergenerational Service Learning Program Improves Aging Knowledge and Expectations and Reduces Ageism in Younger Adults

2014 ◽  
Vol 9 (3) ◽  
pp. 47-57 ◽  
Author(s):  
Sarah L. Francis ◽  
Jennifer A. Margrett ◽  
Kara Hoerr ◽  
Marc J. Peterson ◽  
Abbie Scott ◽  
...  
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Learning Program ◽  
Younger Adults ◽  
Program Evaluations ◽  
Activity Program ◽  
Contact Hours ◽  
Aging Expectations ◽  
Aging Knowledge

This article discusses a study which evaluated the effects of an intergenerational service-learning exergaming program for older adults on younger adults’ aging knowledge, expectations, and perceptions. Eighteen college students (ages 19-26 years) served as trainers for an 8-week exergaming physical activity program for older adults (12 contact hours). Questionnaires assessing aging knowledge, ageist attitudes and aging expectations were completed at Weeks 1, 8, and 25 (follow-up); program evaluations were completed at Weeks 8 and 25. Significant improvement from Week 1 to Week 25 was found for: Aging knowledge scores (p

scholarly journals Effects of water aerobics on posture alignment and risk of falls of older adults: an intervention study

2021 ◽  
Vol 43 ◽  
Author(s):  
Camila Costa Ibiapina Reis ◽  
Marcos Antônio Pereira dos Santos ◽  
Camila Feitosa da Costa ◽  
Edna Maria Silva Araújo ◽  
Luiz Roberto Ramos
Keyword(s):  
Older Adults ◽  
Fall Risk ◽  
Intervention Study ◽  
Intervention Group ◽  
Control Group ◽  
Body Segments ◽  
Experimental Intervention ◽  
Quasi Experimental ◽  
Risk Of Falls ◽  
Falls In Older Adults

ABSTRACT Considering that aging leads to losses in postural control and balance, our objective was to analyze the effects of water aerobics on posture alignment and risk of falls in older adults. A quasi-experimental intervention study included 49 older adults in the Intervention Group (IG) and 34 in the Control Group (CG). A plumbed symmetrograph assessed posture alignment, while a Time Up & Go test determined the fall risk. The IG performed water aerobics twice a week for three months. Posture alignment significantly improved in most body segments assessed for the IG, and worsened in the CG. The low risk of falls in the IG increased by 28% in relation to the CG. We concluded that water aerobics improved posture alignment and reduced fall risk in older adults.

scholarly journals Death Anxiety and Loneliness among Older Adults: Role of Parental Self-Efficacy

2021 ◽  
Vol 18 (18) ◽  
pp. 9857
Author(s):  
Lee Greenblatt-Kimron ◽  
Miri Kestler-Peleg ◽  
Ahuva Even-Zohar ◽  
Osnat Lavenda
Keyword(s):  
Older Adults ◽  
Old Age ◽  
Mental Health Professionals ◽  
Self Efficacy ◽  
Death Anxiety ◽  
Intergenerational Relationships ◽  
Background Characteristics ◽  
Convenience Sample ◽  
Daily Lives

Death anxiety and loneliness are major issues for older people. The present study aimed to broaden the understanding of factors that are linked with increased loneliness in old age by examining the association between death anxiety and loneliness, and the role of an unexplored variable among older adults, namely, parental self-efficacy. A convenience sample of 362 Israeli parents over the age of 65 was recruited through means of social media. Participants completed self-reported questionnaires, which included background characteristics, death anxiety, parental self-efficacy, and loneliness measures. The findings showed that death anxiety was positively associated with loneliness among older adults. The findings also confirmed that parental self-efficacy moderated this association in this population. We concluded that the combination of death anxiety and low parental self-efficacy identified a group of older adults that are at higher risk of developing increased loneliness levels. Mental health professionals should consider intergenerational relationships as a fundamental component of older adults’ daily lives, focusing on parental self-efficacy in old age, as this appears to be a resilience resource.

The Effectiveness of an Active Learning Program in Promoting a Healthy Lifestyle among Older Adults with Low Health Literacy: A Randomized Controlled Trial

Gerontology ◽  
2020 ◽  
pp. 1-11
Author(s):  
Kazuki Uemura ◽  
Minoru Yamada ◽  
Hiroshi Okamoto
Keyword(s):  
Older Adults ◽  
Health Literacy ◽  
Active Learning ◽  
Healthy Lifestyle ◽  
Controlled Trial ◽  
Intervention Group ◽  
Network Size ◽  
Control Group ◽  
Learning Program ◽  
Low Health Literacy

<b><i>Background:</i></b> Older adults often have a greater need for health information and health care services because access to these helps them manage their health and the chronic conditions of aging. Therefore, low health literacy bears a special significance for the population of older adults. <b><i>Objectives:</i></b> The aim of this study was to examine the effects of an active learning program on health literacy, lifestyle behaviors, physical function, and mental health among community-dwelling older adults with low health literacy. <b><i>Methods:</i></b> This single-blind, randomized controlled trial involved 60 participants aged ≥65 years with a low health literacy who were randomly assigned to an intervention (<i>n</i> = 30) or control (<i>n</i> = 30) group. Across 24 weeks, the intervention group attended weekly 90-min active learning program sessions, which involved exploratory learning, group work, and the self-planning of behavior changes that promote a healthy lifestyle. The control group attended a 90-min class, which was taught in accordance with the didactic teaching method. For both groups, the programs focused on the role of exercise, diet/nutrition, and cognitive activity for promoting health among older adults. The outcome measures were administered at baseline and week 24. Comprehensive health literacy (i.e., primary outcome) was assessed using the Health Literacy Scale-14. Lifestyle factors (i.e., physical activity, dietary variety, life-space mobility, and social network size), physical function, and depressive symptoms were measured. We used a linear mixed model to estimate the intervention effects in accordance with the intention-to-treat approach. <b><i>Results:</i></b> When compared to the control group, the intervention group demonstrated a significant improvement in communicative health literacy, step count, engagement in moderate-to-vigorous physical activity, dietary variety, life-space mobility, social network size, grip strength, gait speed, and depressive symptoms. <b><i>Conclusions:</i></b> The active learning program can promote a healthy lifestyle and prevent functional decline among older adults who lack the confidence to engage in health communication.

scholarly journals Expressive Writing: A Self-Care Intervention for First Year Undergraduates

2019 ◽  
Vol 3 (1) ◽  
pp. 44 ◽  
Author(s):  
Monica Kennison ◽  
Connie Lamb ◽  
Judy Ponder ◽  
Lisa Turner ◽  
Aryn C. Karpinski ◽  
...  
Keyword(s):  
Expressive Writing ◽  
Intervention Group ◽  
Self Care ◽  
Traumatic Experience ◽  
Traumatic Experiences ◽  
Care Practice ◽  
Control Group ◽  
First Year ◽  
Convenience Sample ◽  
Post Test

Background: As incoming students grapple with stress and traumatic experiences at alarming rates, faculty and institutions are increasingly promoting resilience and self-care activities. Expressive writing (EW) may be an underutilized self-care practice for addressing students' stressful or traumatic experiences.Aim: This pilot study aimed to describe the effects of an expressive writing (EW) intervention on participants' mental and physical health and stress levels.Methods: The study design was mixed methods. The convenience sample of 32 undergraduate participants were assigned, every other one, to either an EW intervention group who wrote about a stressful or traumatic experience (n = 18), or a neutral writing (NW) group (n = 14) who wrote about trivial topics. Data regarding sample characteristics, cortisol level, quality of life, and impact of the EW intervention were collected via a demographic survey, the SF-36v2® Health Survey (Maruish, 2011), salivary sampling and exit survey, respectively.Results: Comparison of SF-36v2® pre- to post-test demonstrated higher gains in mental health in the experimental group, relative to the control group. Fourteen (44% of total group) reported that they would recommend EW to a friend to help with stressful or traumatic experiences.Conclusions: EW may support first year undergraduates' self-care related to addressing past or current stressful or traumatic situations.

scholarly journals Preparing a healthcare workforce for geriatrics care: an Interprofessional team based learning program

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Shelley B. Bhattacharya ◽  
Stephen Jernigan ◽  
Myra Hyatt ◽  
Dory Sabata ◽  
Shane Johnston ◽  
...  
Keyword(s):  
Older Adults ◽  
Pearson Correlation ◽  
Likert Scale ◽  
Health Science ◽  
Learning Activity ◽  
Institute Of Medicine ◽  
Learning Program ◽  
Team Members ◽  
Track Record ◽  
Team Based Learning

Abstract Background Improving the care of older adults in our healthcare system involves teams working together. As the geriatrics population rises globally, health science learners need to be prepared to work collaboratively to recognize and treat common conditions in geriatrics. To enable workforce preparation, the Institute of Medicine and the National League for Nursing emphasize the need to implement interprofessional active learning activities for undergraduate healthcare learners at academic medical centers. Methods The Geriatrics Champions Program was a team-based learning activity created to meet this task. It was a 24-month program, repeated twice, that impacted 768 learners and 151 faculty from medicine, occupational therapy, physical therapy, nursing, social welfare, psychology, pharmacy and dietetics. Each class was intentionally divided into 20 interprofessional teams that met four times annually. Each session focused on one geriatrics domain. The objectives were centered around the specific geriatrics competencies for each health profession, divided into the eight domains written in the “American Geriatrics Society IM-FM Residency Competencies”. Evaluation consisted of individual and team Readiness Assessment Tests (iRAT and tRAT). Surveys were also used to collect feedback using a Likert scale. Wilcoxon signed rank tests were used to compare iRAT and tRAT scores. Other analyses identified characteristics associated with tRAT performance group (Unpaired t-tests) and tRAT performance on the raw scale (Pearson correlation). Paired t-tests using a 7-level Likert Scale measured pre-post change in learner knowledge. Results Student tRAT scores were 30% higher than iRAT scores (p < 0.001). Teams were more likely to score 100% on the initial tRAT attempt if more team members attended the current session (p < 0.001), more health professions were represented by team members in attendance (p = 0.053), and the team had a better track record of past attendance (p < 0.01). In the post-program evaluation, learners felt this program was helpful for their career preparation in interprofessional geriatrics care. Conclusions Learners understood that teams performed better than individuals in the care of older adults. Feedback from the learners and faculty was consistently positive and learners felt better prepared for geriatrics care. The program’s benefits may extend beyond individual sessions.

Evaluating Rehabilitation Student Attitudes Toward Health Promotion Interventions for Individuals Who Are Aging and Living With Functional Limitations

2018 ◽  
Vol 49 (4) ◽  
pp. 27-33
Author(s):  
Garrett E. Huck ◽  
Lorie Kramer ◽  
Melisa Naylor
Keyword(s):  
Service Learning ◽  
Student Attitudes ◽  
Functional Limitations ◽  
Well Being ◽  
The United States ◽  
Learning Activity ◽  
Rehabilitation Professionals ◽  
Post Test ◽  
Health Promoting ◽  
Health Promotion Interventions

By 2030, the population of individuals living in the United States aged 65 or older is estimated to reach 71.88 million people. In turn, rehabilitation professionals will be tasked with meeting increased levels of need. One approach for promoting health and well-being is physical activity (PA) which holds potential for reducing secondary health conditions and disability. This article examined (a) student attitudes toward PA interventions for aging individuals living with functional limitations, and (b) how student attitudes toward PA interventions might change following a service learning activity. A pre-test/post-test design was utilized. Results indicated that students tended to hold favorable attitudes regarding PA as a health promoting intervention. As a class cohort, no significant changes in student attitudes were observed. However, when evaluated by major, evidence for the value of experiential learning was noted, in addition to interesting changes in the attitudes of non-rehabilitation and human services majors.

scholarly journals AGING IS VERY PERSONAL: INTERPROFESSIONAL GERONTOLOGY COURSE IMPROVING STUDENT ATTITUDES TOWARD OLDER ADULTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S151-S151
Author(s):  
Jason T Garbarino
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Lived Experience ◽  
Undergraduate Students ◽  
Student Attitudes ◽  
Health Science ◽  
Relationship Building ◽  
Student Interest ◽  
Learning Program ◽  
Program Construction

Abstract Educational programs that foster the development of a robust healthcare workforce committed to the provision of exemplary care of older adults is vital. The Aging is Very Personal (AIVP) service learning gerontology course has demonstrated the ability to foster future student interest and improved attitudes towards working with older adults. The AIVP program provides mutual benefit for undergraduate students from a variety of health science majors and older adult resident volunteers at local senior living facilities. For students, AIVP serves as direct insight into the lived experience of aging among community older adults. Students are provided the opportunity to practice communication skills, relationship-building skills, and gain an understanding of the multitude of diverse needs within this population. Older adults who volunteer to participate in the activity are provided with the opportunity to speak to and actively engage with students and feel empowered by the opportunity to provide valuable life guidance. This presentation will provide a curricular overview of the steps required to construct, implement, and evaluate an interprofessional gerontology course. A review of student learning objectives, service-learning program construction, selected course topics, and student assignments will be presented. Attitudes and future interest in working with older adults measured in the initial interprofessional student cohort (n=106) will be presented. A pre-established, validated tool utilized to effectively measure student attitudes and interest pre/post-course participation will be reviewed.

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