scholarly journals Preparing Effective InterProfessional Teams to Meet the Needs of Older Adults in Integrated Healthcare Settings

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 907-908
Author(s):  
Karen Bullock ◽  
Kim Stansbury ◽  
David Fitzpatrick ◽  
Gloria Anderson
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Service Learning ◽  
Medical School ◽  
Integrated Care ◽  
Workforce Development ◽  
Interprofessional Education ◽  
Selection Process ◽  
Medical Center ◽  
Learning Experience

Abstract Background Gerontology education has evolved from focusing primarily on the individual practitioner outcomes to promoting integrated, inter-professional team approaches to integrated care. Practicum training and service learning are effective pedagogy for paraprofessionals in integrated care settings to support clinicians and advance their effectiveness in meeting the needs of older adults. Interprofessional education (IPE) aims to enhance the capacity of practitioners to work collaboratively as integrated team members. Yet, little is known about the implementation of IPE in colleges and universities that are not affiliated with a medical center or medical school. This presentation will describe the implementation of IPE in a School of Social Work without a medical school system. We will explore students’ experiences with the implementation, facilitation, and evaluation of this workforce development model, and will discuss both challenges and successes. Methods Narrative data collected over the past two-year period with social work student participants in IPE reflect their perspectives on the selection process for the specialized training, placement in an interprofessional integrated care setting, and the learning experience. Participants represented cohorts of more than 200 trainees. Results Challenges of effective interprofessional health care teams include the approach taken to integrating the teams, level of knowledge and skills required to be an effective team member, and the need for supervision within integrated care experiences. Successes include increased professional self-efficacy. Participants reported post-completion of IPE, (1) desirable outcomes achieved for their patients, such as care satisfaction and role satisfaction for themselves as practitioners.

scholarly journals Service Learning: A Multidimensional Approach to Meaningful Learning Outcomes in a Practice Profession

2021 ◽  
Vol 16 ◽  
pp. 50-68
Author(s):  
Misty Smith
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Service Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Theoretical Concepts ◽  
Resident Students ◽  
Practice Experience ◽  
Comfort Levels ◽  
Work Assessment

A service learning project was used to encourage social work student engagement with older adults, support a community need, and meet the course objectives, one being conducting a social work assessment. Paired with an older adult resident, students applied theoretical concepts to a practice experience to meet student learning outcomes and expand comfort levels. Fourteen students participated in the convergent-mixed methods study. Assessment scales regarding bias and knowledge were administered and written reflections were recorded. Findings suggest students experienced deeper learning from applying theory and skills and had a positive shift in perspectives of older adults through the service-learning experience.

An Interprofessional Team-Based Experiential Learning Experience in Public Libraries

2021 ◽  
pp. 237337992110485
Author(s):  
◽  
Gabriella Pandolfelli ◽  
Amy Hammock ◽  
Leah Topek-Walker ◽  
Matthew D’Ambrosio ◽  
...  
Keyword(s):  
Public Health ◽  
Social Work ◽  
Service Learning ◽  
Experiential Learning ◽  
Interprofessional Education ◽  
Learning Experience ◽  
Core Competencies ◽  
Public Library ◽  
Library Science ◽  
Interprofessional Team

The Stony Brook Medicine Healthy Libraries Program (HeLP) is an interprofessional team-based experiential learning opportunity for health professional students. University faculty members in the fields of nursing, public health, social work, and library science collaborated with four suburban public library directors to design, implement, and evaluate a team-based interprofessional service-learning experience, in which supervised students engaged in health monitoring and promotion in the library setting. Participating students were enrolled in either a semester-long population health course ( n = 16), a Master of Social Work fieldwork internship ( n = 2), a Master of Library Science internship ( n = 1), or a Master of Public Health practicum ( n = 2). HeLP faculty educated students on content, library culture, communication, professional roles/responsibilities, and documentation using standardized data collection tools. Concurrently, the interprofessional student teams delivered resources to patrons 1 day a week, with alternating locations, for a minimum of 2 hours per visit over the course of 6 weeks. HeLP provided students with an opportunity to apply core competencies based on the Interprofessional Education Collaborative. The team-based approach fostered interprofessional learning, as students worked together to assist library patrons on health and social needs. Throughout the program’s duration, students documented the type of resources provided, the types of encounters between team members, and the number of referrals. Student learning was assessed after program completion using three open-ended reflection questions.

scholarly journals Seniors and Undergraduates Mutually Benefit From an Interprofessional Service-Learning Health Promotion Program

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 8-8
Author(s):  
Britteny Howell
Keyword(s):  
Older Adults ◽  
Health Promotion ◽  
Service Learning ◽  
Learning Outcomes ◽  
Low Income ◽  
Interprofessional Education ◽  
Interdisciplinary Teams ◽  
Health Promotion Program ◽  
Positive Health ◽  
Promotion Program

Abstract Although benefits of service-learning and interprofessional education (IPE) have been separately well documented to be effective for students in gerontology and geriatrics courses, few curricula appear to integrate both aspects into a single course for undergraduate students in public health. This poster discusses the development and implementation of a service-learning health promotion program utilizing IPE embedded within two courses in two different departments at a mid-sized university. Students worked in interdisciplinary teams and acquired interprofessional educational learning outcomes while they engaged in their first experiences working with diverse older adults at a low-income, independent-living housing community. Twenty-five students (N=25) each team-taught 2 sessions on nutrition, physical activity, and stress reduction techniques in a 10-week program. Qualitative and quantitative results are presented which demonstrate significant learning outcomes from the students about the health needs of the aging population and increased comfort in working with older adults. Older participants in the program also reported positive health and psychological outcomes from their participation. Limitations, challenges, and next steps are also presented.

Students' Perceptions of Older Adults: Effects of a Service-Learning Experience

2014 ◽  
Vol 19 (1) ◽  
pp. S-59-S-72
Author(s):  
Heather Kanenberg ◽  
Susan Mapp ◽  
Rustin Dudley ◽  
Margaret McFarland
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Student Attitudes ◽  
Learning Experience ◽  
Method Comparison ◽  
Positive Attitudes ◽  
The Social ◽  
Significant Difference ◽  
Attitudes Toward Older Adults ◽  
Cultural Shifts

Previous literature has established an improvement in student attitudes toward older adults after a service- learning experience with this population. This study furthered the research by conducting a mixed- method comparison group study with a sample of 151 traditional- aged BSW students. Both groups increased in positive perceptions toward older adults on the Polizzi's (2003) refined Aging Semantic Differential Scale, and there was no significant difference between them. Qualitative results specific to those working with seniors suggest that students either improved or maintained positive attitudes toward this population. Therefore service learning may not need to be specific to this population to improve attitudes but does assist in reinforcing classroom material. Findings illustrate a need for further study of the overall impact of the social work curriculum as well as possible cultural shifts in attitudes toward older adults.

scholarly journals POETRY INTERVENTION IMPACTS PERSPECTIVES ON DEMENTIA AND CAPABILITIES AMONG YOUNG VOLUNTEERS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S198-S199
Author(s):  
Daniel B Kaplan ◽  
Gary Glazner
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Teaching And Learning ◽  
Emotional Health ◽  
Learning Experience ◽  
Self Esteem ◽  
Social Emotional ◽  
Group Settings ◽  
The Arts ◽  
People With Dementia

Abstract Poetry for Life (PFL), is a teaching and learning initiative that brings students together with older adults in meaningful community service workshops. PFL capitalizes on the skills and passions of young poets by offering opportunities to serve elders by leading poetry workshops at settings where older adults receive care. This study examines measurable impacts of training, exposure, and experience in poetry-based intergenerational workshops on students’ knowledge, attitudes, and values. Participating groups of students receive instruction in performing and creating poetry in group settings. They visit local elder care settings to facilitate PFL workshops and then write reflections on their experiences. Students agree to complete pre- and post-program surveys to document the impacts of PFL experiences on students' social/emotional health and on their knowledge, attitudes, and values related to older adults, dementia and dementia care, poetry and arts-based interventions, and careers in healthcare, aging fields, and the arts. To date, 33 young people from one middle school, one high school, and one graduate college program have volunteered to participate in the program and completed the study. Findings reveal significant impacts on students’ perceived capabilities working and communicating with people with dementia as well as leading poetry activities. Additionally, significant positive impacts were demonstrated on 12 of 20 items on the Dementia Attitudes Scale across participating students. The PFL experience did not, however, lead to significant impacts on student self-esteem or work interests. These findings suggest benefits and limitations of this service-learning experience. Implications for future programming will be discussed.

scholarly journals Lessons learned about ageing and gerontological nursing in South Africa

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Staja Q. Booker
Keyword(s):  
South Africa ◽  
Older Adults ◽  
Nursing Education ◽  
Service Learning ◽  
Learning Experience ◽  
The United States ◽  
Lessons Learned ◽  
Innovative Teaching ◽  
Gerontological Nursing ◽  
The Usa

Background: The unprecedented global growth in older adults merits high-quality gerontological nursing care. As gerontological nursing grows in visibility in developed and developing countries, nurses must possess a broader worldview of ageing with knowledge of physiological, psychosocial, and cultural issues.Purpose: The purpose of this article is to: (1) highlight lessons learned on differences and similarities in ageing and care of older adults in the United States of America (USA) and South Africa (SA); and (2) provide recommendations on how to advance gerontological nursingeducation in SA.Methods: A two-week international service-learning project was undertaken by visiting SA and learning about their nursing system and care of older adults. Service-learning is an innovative teaching-learning-service method that provided reflective and hands-on experience of gerontological nursing. This article provides a personal reflection of lessons learned about ageing and gerontological nursing during the service-learning project.Findings: Care of older adults in SA is in many ways different from and similar to that in the USA. Consequently global nurses should recognise those differences and provide culturally appropriate care. This service-learning experience also demonstrated the need for gerontological nursing education in SA. Based on this, recommendations on how to infuse and advance gerontological nursing education in SA are provided.Conclusion: Caring for older adults in a global context requires knowledge and understanding of cultures and their values and practices. With a growing population of diverse older adults, there is a need for incorporation

Enriching the Student Learning Experience through Community Service Learning

1996 ◽  
Vol 1 (1) ◽  
pp. 28-29
Author(s):  
Cecil D. Bradfield ◽  
R. Ann Myers
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Student Learning ◽  
Community Service ◽  
Learning Experience ◽  
Academic Learning ◽  
Learning Needs ◽  
Community Service Learning

Cecil D. Bradfield and R. Ann Myers are professors of sociology and social work at fames Madison University in Harrisonburg, Virginia, where they cofounded the JMU Center for Service-Learning. The Center is noteworthy in its dedication to (and success in) serving equally the academic learning needs of students and the needs of the community. Here Bradfield and Myers describe the Center and at the same time examine what makes service learning different from community service.

scholarly journals TEACHING ABOUT GERONTOLOGY AND AGING THROUGH INTERPROFESSIONAL EDUCATION AND COLLABORATION

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S273-S273
Author(s):  
Elaine T Jurkowski ◽  
Ruth Heitkamp ◽  
Cherie Kelly ◽  
Sharon Smaga
Keyword(s):  
Mental Health ◽  
Older Adults ◽  
Social Work ◽  
Health Outcomes ◽  
Interprofessional Education ◽  
Interdisciplinary Collaboration ◽  
Physician Assistant ◽  
Physician Assistants ◽  
Care Plan ◽  
The Individual

Abstract Repeatedly as multidisciplinary professionals we are concerned about the individual patient we serve. Inter-professional collaboration across disciplines such as primary care medical practice, physician assistants, social workers and psychologists does not occur naturally, since educational programs are often taught independently of each other, but these disciplines are required to work collaboratively with each other. The objective was to promote communication across disciplines (Medicine, Social Work, Physician Assistant and Psychology) and help each discipline understand the roles played in promoting mental health and general health for older adults. An educational seminar was conducted using cases and guide questions focused on identifying strategies for care. The teams consisted of Medical Residents, a Social Work student, a Psychology student and a Physician Assistant student. A series of guide questions were provided, and teams were asked to discuss and identify a care plan. Debriefing followed to discuss the outcomes across all teams. Pre-post test results examined variables related to interdisciplinary collaboration. Findings suggest professionals were surprised at what they learned from the other disciplines they were collaborating with. They also learned about community based resources available as well as strategies to promote health outcomes. All participants felt that the opportunity to collaborate outside of their disciplines would strengthen their impact when working with older adults and their families. In conclusion, a problem based learning approach coupled with the opportunity to collaborate with other disciplines through (IPE) is a venue to improve overall collaboration across professionals and ultimately improve mental health outcomes of consumers.

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