scholarly journals Creating an Age-Friendly Model System Through a Community and University Partnership

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 100-100
Author(s):  
Andrew Revell ◽  
Jennifer Viveiros
Keyword(s):  
Nursing Students ◽  
Global Network ◽  
Community Members ◽  
University Partnerships ◽  
Student Researchers ◽  
Dynamic Collaboration ◽  
College Of Nursing ◽  
University Of Massachusetts ◽  
The University ◽  
The Town

Abstract The University of Massachusetts 5-campus system was the first university system to receive the Age-Friendly University designation in the AFU Global Network (Business West, 2019). Simultaneously, the town of Dartmouth and city of New Bedford became Age-Friendly Communities. This allowed for dynamic collaboration between our university and communities. This presentation highlights several examples. The Ora M. DeJesus Gerontology Center faculty and student researchers developed the original age-friendly survey items for New Bedford’s initial community assessment; and the College of Nursing and Health Sciences faculty and student researchers compiled data for Dartmouth’s survey. Community service during the pandemic has flourished. The Community Companions program, which matches students with community members in social need, went virtual. Nursing students and faculty have been on the frontline in the vaccination efforts in the town of Dartmouth. These partnerships will be presented as examples of potential opportunities for other age-friendly communities. Community-university partnerships are encouraged.

scholarly journals Why Age Matters to Higher Education: Age-Friendly Tools and Techniques for Culture Change

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 551-551
Author(s):  
David Burdick ◽  
Karen Rose ◽  
Dana Bradley
Keyword(s):  
University Presidents ◽  
Steering Committee ◽  
State University ◽  
Community Members ◽  
University Leadership ◽  
Drexel University ◽  
College Of Nursing ◽  
Tools And Techniques ◽  
The University ◽  
Oregon State University

Abstract Momentum is growing for the Age-Friendly University Network as proponents, primarily gerontology educators, have successfully encouraged university presidents to sign nonbinding pledged to become more age-friendly in programs and policies, endorsing 10 Age-Friendly University Principles. While this trend is inspiring, more is needed to fully achieve benefits for universities, students, communities, and older adults. Four presentations discuss innovative ways of deepening university commitment, weaving the principles into the fabric of the university. The first paper describes thematic content analysis from five focus groups with admissions and career services staff at Washington University in St. Louis and the recommendations that emerged for the provision of programs and services for post-traditional students. The second paper describes efforts to utilize community-impact internships and community partnerships to build support for Age-Friendly University initiatives at Central Connecticut State University, particularly in the context of the university’s recent Carnegie Foundation Engaged Campus designation. The third paper describes how Drexel University became Philadelphia’s first Age-Friendly University and current efforts in the Drexel College of Nursing and Heatlh Care Profession’s AgeWell Collaboratory to convene university-wide leadership for an AFU Steering Committee working on four mission-driven efforts to ensure AFU sustainability. The fourth paper describes steps taken by AFU proponents at Western Oregon State University to gain endorsement from university leadership and community, including mapping the 10 AFU Principles to the university’s strategic plan, faculty senate endorsement, and survey/interview results of older community members’ use of the university, which collectively have enhanced deeper and broader campus buy-in of AFU.

scholarly journals The Community Champions Program at the University of Pennsylvania School of Nursing

2017 ◽  
Vol 7 (8) ◽  
pp. 46
Author(s):  
Sophie R. Mintz ◽  
Chantal A. Low ◽  
Ian J. McCurry ◽  
Terri H. Lipman
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Leadership Skills ◽  
University Of Pennsylvania ◽  
Community Members ◽  
School Of Nursing ◽  
The Social ◽  
Hands On ◽  
Hands On Learning ◽  
The University

The Community Champions program at the University of Pennsylvania School of Nursing provides motivated nursing students with opportunities to partner with the greater Philadelphia community and engage in hands-on learning. With several thriving initiatives, students participate in service learning outside of the classroom, which ultimately strengthens their nursing and leadership skills. Students work to improve health and health education for people of all ages. These experiences help nursing students better understand the social determinants of health and how they impact community members. Dedicated faculty members assist in guiding the students, who work collaboratively to exchange ideas and methods. This program not only has an effect on the community, but also has a profound impact on the students that participate.

scholarly journals Knowledge concerning HPV among adolescent undergraduate nursing students

2013 ◽  
Vol 22 (1) ◽  
pp. 201-207 ◽  
Author(s):  
Marislei Sanches Panobianco ◽  
Aline Daiane Faim de Lima ◽  
Iácara Santos Barbosa Oliveira ◽  
Thais de Oliveira Gozzo
Keyword(s):  
Human Papillomavirus ◽  
Nursing Students ◽  
Transmitted Disease ◽  
Signs And Symptoms ◽  
Undergraduate Nursing Students ◽  
Sexually Transmitted ◽  
Undergraduate Nursing ◽  
Level Of Knowledge ◽  
College Of Nursing ◽  
The University

The objectives of this descriptive and quantitative study were to identify and assess the level of knowledge of undergraduate nursing students concerning factors related to the sexually transmitted disease, Human Papillomavirus (HPV). A questionnaire was administered to 58 undergraduate nursing students at the University of Sao Paulo at Ribeirão Preto, College of Nursing. Data were analyzed using descriptive statistics through the Epi Info software. Results revealed that 46.6% of the participants are sexually active; 96.3% reported safe sex with the use of condoms, though 29.6% of them do not use one regularly. Regarding the forms of transmission, 69% reported knowing them, while only 20.7% reported knowledge of HPV's signs and symptoms. Additionally, 54.3% of the adolescents reported not knowing what HPV can cause. Greater investment in health education directed to young individuals is required to promote health and prevent diseases, particularly those caused by the Human Papillomavirus.

scholarly journals Community-University Partnerships: Achieving continuity in the face of change

2008 ◽  
Vol 1 ◽  
pp. 128-149 ◽  
Author(s):  
Linda Silka ◽  
Robert Forrant ◽  
Brenda Bond ◽  
Patricia Coffey ◽  
Robin Toof ◽  
...  
Keyword(s):  
High School Students ◽  
Social Program ◽  
Housing Crisis ◽  
School Students ◽  
University Partnerships ◽  
The Arts ◽  
Action Project ◽  
The Face ◽  
University Of Massachusetts ◽  
The University

A challenge that community-university partnerships everywhere will face is how to maintain continuity in the face of change. The problems besetting communities continually shift and the goals of the university partners often fluctuate. This article describes a decade-long strategy one university has successfully used to address this problem. Over the past ten years, a community-university partnership at the University of Massachusetts Lowell has used summer content funding to respond creativity to shifting priorities. Each summer a research-action project is developed that targets a different content issue that has emerged with unexpected urgency. Teams of graduate students and high school students are charged with investigating this issue under the auspices of the partnership. These highly varied topics have included immigrant businesses, youth asset mapping, women owned businesses, the housing crisis, social program cutbacks, sustainability, and economic development and the arts. Despite their obvious differences, these topics share underlying features that further partnership commitment and continuity. Each has an urgency: the information is needed quickly, often because some immediate policy change is under consideration. Each topic has the advantage of drawing on multiple domains: the topics are inherently interdisciplinary and because they do not “belong” to any single field, they lend themselves to disciplines pooling their efforts to achieve greater understanding. Each also has high visibility: their salience has meant that people were often willing to devote scarce resources to the issues and also that media attention could easily be gained to highlight the advantages of students, partners, and the university working together. And the topics themselves are generative: they have the potential to contribute in many different ways to teaching, research, and outreach. This paper ends with a broader consideration of how partnerships can implement this model for establishing continuity in the face of rapidly shifting priorities and needs.

scholarly journals Nursing students understanding about depression and care to depressed patients

2011 ◽  
Vol 4 (1) ◽  
pp. 211
Author(s):  
Carrion Degrande Moreira ◽  
Antonia Regina Ferreira Furegato
Keyword(s):  
Nursing Students ◽  
Nursing Care ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Basic Question ◽  
Undergraduate Nursing Students ◽  
Depressed Patients ◽  
Undergraduate Nursing ◽  
College Of Nursing ◽  
The University

Research about students’ understanding of depression and nursing care to depressed patients. Method: sample consisted of 14 students in 3rd year of undergraduate studies in nursing (six from the Bachelor’s Program and eight from the Teaching Diploma Program), six of whom with symptoms suggesting depression. Delbecq’s nominal group technique was used as qualitative and quantitative methodological framework. The basic question researched was “How do undergraduate nursing students can help in delivering care to someone with depression?”. The project was approved by the University of São Paulo at Ribeirão Preto College of Nursing Ethics Committee. Descriptive data analysis was carried out. Results: among students with symptoms suggesting depression, higher concern regarding the insertion of family in care and education of family members was observed. Among students without symptoms of depression, a more theoretical view of nursing care planning was observed, focusing competences of individual and collective protection. It was concluded that students perceive and understand the essential characteristics of this care.

scholarly journals Assessing Age-Friendliness in Higher Education: Introducing the Inventory and Campus Climate Surveys

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 536-537
Author(s):  
Nina Silverstein ◽  
Nancy Morrow-Howell
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
Global Network ◽  
Major Advance ◽  
Short And Long Term ◽  
University Of Massachusetts ◽  
The University ◽  
Work Done

Abstract The establishment of the Age-Friendly University (AFU) network and adoption of the 10 principles by institutions of higher education, was a major advance in the United Nations Sustainable Development Goal of promoting healthy and active aging through opportunities for intergenerational communities. AGHE endorsed the principles in 2016, since then over 60 institutions have joined the global network. Tools are needed to identify benchmarks that institutions can use to assess progress toward realizing the AFU principles on their own campuses. This symposium shares work done at the University of Massachusetts Boston, to develop and refine the AFU Inventory and Campus Climate Surveys (ICCS), a survey-based assessment instrument (developed from a prior pilot study in 2018) based on the premise that it is necessary to assess both the institution’s actual age-friendly practices and its perceived age-friendliness or campus climate. In August, 2019, the University of Massachusetts President’s office endorsed the 10 principles for the entire UMass system of 5 campuses, presenting an opportunity to assess a multi-campus system. To date, we have surveyed UMass Boston, UMass Lowell, UMass Dartmouth and UMass Medical (n=2,704). Testing and refinement of the AFU ICCS will contribute to both short- and long-term recommendations to assist in strategic planning by higher education institutions. Whitbourne will present the Inventory reporting tool. Bowen will present the Climate Survey. Gautam and Revell will describe the AFU work at UMass Lowell and UMass Dartmouth respectively and the use of the assessment tools on their campuses; Morrow-Howell will serve as Discussant.

scholarly journals Physical exercise according to nursing students' perceptions

2006 ◽  
Vol 14 (6) ◽  
pp. 843-848 ◽  
Author(s):  
Carla Roberta Monteiro ◽  
Ana Cristina Mancussi e Faro
Keyword(s):  
Nursing Students ◽  
Physical Exercise ◽  
Undergraduate Students ◽  
Well Being ◽  
Health Problems ◽  
Sao Paulo ◽  
São Paulo ◽  
College Of Nursing ◽  
The University ◽  
Health And Well Being

This study aimed to get to know the perceptions of undergraduate students from the University of São Paulo College of Nursing about physical exercise as an instrument to maintain health and well being. Data were collected through the application of a questionnaire in class, involving 122 undergraduate students. In this group, 52.23% believed that physical exercise should only be recommended to people with health problems. Only 8% thought that exercise can prevent diseases, and only 6.61% uses protection equipment. Therefore, we concluded that nursing students need to be better prepared to be able to intervene correctly as professionals.

Reflections on Quality Clinical Teaching and Evaluation Through the Input of Nursing Students at the University of Babylon in Iraq

2017 ◽  
Vol 9 (2) ◽  
Author(s):  
Muna Abdulwahab Khaleel ◽  
Amean A. Al-Yaseri
Keyword(s):  
Nursing Students ◽  
Clinical Teaching ◽  
Learning Experience ◽  
Clinical Teacher ◽  
Bedside Teaching ◽  
Questionnaire Form ◽  
College Of Nursing ◽  
The University ◽  
Practice Skills

The researchers had conducted this descriptive study aimed at given the nursing students at university of Babylon chance to reflect on their opinions of clinical teaching and evaluation. The study consisted of (136) third and fourth year nursing students from college of nursing/University of Babylon. Data were gathered by using questionnaire form which consisted of four items (21 statements). All items were rated on 3 Point Likert Scale whereas (Always, Sometimes and Never). Data analysis was done through the application of simple descriptive statistical methods such as frequencies and percentages to assess the results of the study. The results of the study indicated that some of the teaching skills of the clinical teacher components are at accepted levels, other like quality of bedside teaching (integrating theory to practice) needs more efforts on the part of the teacher. Also, results showed the responses for the statement clinical teacher provided chances to practice skills (37%) and responses to statement encouraged students to actively participate in the discussions (37%) needs to be looked into future. As well as results showed that the opportunities for practicing nursing skills, (46%) seems to show that less than half of the students are able to achieve these opportunities. The study concluded that the learning environment created by the teacher and his/her characteristics can and does have a profound effect on learning and the challenge for nurse education is to provide learning experience that facilitates the so called knowledge doer. Finally, the study recommended the necessity for improving the quality of the theoretical knowledge and bedside teaching in the clinical area and emphasized on provision for more chances to practice skills

Participant Understandings and the Complexities of Educational Change: The Breakdown and Regeneration of the Greenfield Experiment

1979 ◽  
Vol 161 (4) ◽  
pp. 20-35 ◽  
Author(s):  
Clement A. Seldin ◽  
Robert W. Maloy
Keyword(s):  
Department Of Education ◽  
Main Body ◽  
Change Model ◽  
School Of Education ◽  
Community Members ◽  
Project Leadership ◽  
The Public ◽  
University Of Massachusetts ◽  
The University ◽  
Education Process

In June of 1977, the public school system of Greenfield, Massachusetts, * in conjunction with the Massachusetts State Department of Education and the School of Education at the University of Massachusetts, embarked on a two-year collaboration to conceptualize and design a more responsive and effective secondary education process. The Greenfield Secondary Schools Project (GSSP) was to be an attempt by teachers, students, administrators, and community members to develop comprehensive solutions to educational problems. The GSSP represented a major attempt at broad-based, decentralized innovation in public education. Despite the collaborative approach, shared decision-making strategies, local control, and decentralized structure, the GSSP was unable to effectively manage major obstacles, and participant commitment to the change process began to dissolve. The main body of this article contends that preexisting expectations and assumptions about change, shared by participants, can inhibit and even break down a progressive, elaborately preplanned change model. The article's postscript describes the unique regeneration of the GSSP in terms of a new minigrant program and the consolidation of project leadership.

scholarly journals Assessment of Students’ Performance in Psychiatric Nursing

2020 ◽  
Author(s):  
Vivian Aimee M. Diamante ◽  
Mauro Allan Padua Amparado
Keyword(s):  
Nursing Students ◽  
Psychiatric Nursing ◽  
Chi Square ◽  
Final Grade ◽  
Correlational Design ◽  
Chi Square Test ◽  
And Performance ◽  
College Of Nursing ◽  
Grade Performance ◽  
The University

This study assessed the students’ performance in Psychiatric Nursing. It further described the profile in terms of assessment test, Nursing Care Management 105 (NCM 105) final grade, performance of nursing students in Psychiatric Nursing, and the relationship between the respondents’ profile and performance. The findings of the study served as basis for a proposed action plan.The descriptive-correlational design was used and an adapted questionnaire as instrument for data collection. The respondents were all the 46 level 4 nursing students who previously took and passed the NCM 105 in the second semester of SY 2011-2012 at the University of Cebu Lapu-Lapu and Mandaue, Mandaue City, Cebu, Philippines. Treatment of data include simple percentage and chi-square Test of Independence.The findings showed a majority of the respondents failed in the assessment test of Psychiatric Nursing administered by the review provider despite recently passing the NCM 105 course based on the final grade. On the other hand, their ratings were fair during the Psychiatric Nursing performance assessment. Furthermore, there was a significant relationship between the respondents’ profile and performance. In conclusion, seniors in the College of Nursing will improve their academic achievement in Psychiatric Nursing if they are motivated or reinforced with the aid of good models of learned behavior. Consequently, future studies must be conducted on students’ approach to learning and factors that will motivate a student to perform. Recommended citation: Diamante, V. A. M. & Amparado, M. A. P. (2017). Assessment of Students’ Performance in Psychiatric Nursing. Journal of Research in Nursing, 3(1), 60-69.

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