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.

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.

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.

Mood Disorders and Psychotherapeutics Team-Based Learning Activity

MedEdPORTAL ◽  
2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Dawnelle Schatte ◽  
Ruth Levine ◽  
Melissa Allen ◽  
Chase Findley
Keyword(s):  
Mood Disorders ◽  
Learning Activity ◽  
Team Based Learning

scholarly journals The Geriatric Medication Game to Raise Community Pharmacists’ Awareness on Older Adults’ Day-to-Day Challenges

2021 ◽  
pp. 1-6
Author(s):  
Aisha F. Badr
Keyword(s):  
Older Adults ◽  
Saudi Arabia ◽  
Learning Process ◽  
Community Pharmacists ◽  
The Elderly ◽  
Learning Activity ◽  
Simulation Games ◽  
Self Reflection ◽  
Satisfaction Rate ◽  
The Impact

<b><i>Introduction:</i></b> In Saudi Arabia; it is estimated that the elderly (aged 60 and above) would reach up to (22.9%) by 2050, compared to (5.6%) in 2017. Simulation games have proven to be a useful and effective method of education in pharmacy schools, as it actively involves participants in the learning process. The objective of this study was to examine the impact of the modified geriatric medication game on community pharmacists’ awareness and attitudes toward older adults with common disabilities. <b><i>Methods:</i></b> A modified geriatric medication game was adopted to stimulate both physical and sensory disabilities in older adults. A total of 9 community pharmacists were gathered in 1 room and were asked to play 2 scenarios each. Self-reflection was assessed and ground theories were analyzed. <b><i>Results:</i></b> All pharmacists felt frustration and anger playing the game (100%), followed by becoming more aware of the extra time and guidance needed with older adults and realized how disabling chronic diseases could be, and felt they needed to improve common perceived attitude towards the elderly (88.89%). Pharmacists also felt empathy, sympathy, and compassion towards this population, needed improvement of common perceived attitude towards older adults, and felt the need to double check with older adults if they have any disabilities before counseling (77.78%). Finally, over half pharmacists (55.5%) wished they had more training on geriatrics during pharmacy school and the need for further review of Beer’s criteria. All pharmacists were satisfied with the game and recommended it to all community pharmacists. <b><i>Conclusion:</i></b> Simulation games are a great way to strengthen awareness and change practice accordingly. Pharmacists improved their awareness and attitude towards the elderly and reported a positive perceived value of this learning activity; with a 100% satisfaction rate. Adding a geriatric course with simulation component is recommended for better geriatric care.

scholarly journals Nurse Practitioner’s Clinical Triggers for Referral to Other 3D Team Members

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 745-745
Author(s):  
Shawn Ladda
Keyword(s):  
Older Adults ◽  
Community Health ◽  
Nurse Practitioners ◽  
Physical Therapists ◽  
Exercise Program ◽  
Health Educator ◽  
Problem Solving Therapy ◽  
Team Members ◽  
Resource Information ◽  
Registered Dietician

Abstract This presentation features how 3D Team nurse practitioners (NP) use results of clinical assessments to determine whether older adults and caregivers enrolled in the study are referred to other Team members; these assessment results are called “clinical triggers”. Other team members who receive referrals based on NP-generated clinical triggers include: Licensed Clinical Social Workers, who deliver Problem Solving Therapy to older adults with significant depressive symptoms; Occupational Therapists, who deliver an evidence-based dementia care intervention; Physical Therapists, who deliver an adapted Otago exercise program; Registered Dietician, who provides nutrition and dietary instruction; and Community Health Educator, who provides community resource information to address social determinants of health. All clinical triggers will be detailed in this presentation, along with a description of each intervention delivered by other team members except the Community Health Educator. Case studies will be presented to illustrate how study participants receive multiple interventions from the 3D Team.

The Lower Limb Amputee Measurement Scale: Reliability and predictive validity

2007 ◽  
Vol 31 (3) ◽  
pp. 300-312 ◽  
Author(s):  
Oren Cheifetz ◽  
Mark Bayley ◽  
Sharon Grad ◽  
Debbie Lambert ◽  
Cass Watson ◽  
...  
Keyword(s):  
Predictive Validity ◽  
Lower Limb ◽  
Assessment Tool ◽  
Pearson Correlation ◽  
Rehabilitation Program ◽  
Measurement Scale ◽  
Initial Assessment ◽  
Team Members ◽  
Scale Reliability ◽  
Lower Limb Amputee

This study assesses the reliability and predictive validity of the Lower Limb Extremity Amputee Measurement Scale (LLAMS), which is an assessment tool designed to predict the length of stay (LOS) of patients with lower limb amputations in a rehabilitation program. In order to evaluate inter-rater reliability a prospective evaluation was completed by five independent evaluators ( n = 10). Predictive validity was evaluated retrospectively by comparing the LLAMS predicted LOS to actual LOS ( n = 147). The ability of the amputee team members to administer the LLAMS to patients was very high (ICC [2,1] = 0.98, CI 95% = 0.96 – 0.99, F[9, 36] = 78.71, p < 0.05). In addition, a moderate positive correlation was found between the LLAMS predicted LOS and the actual LOS (Pearson Correlation Coefficient, r = 0.465, p < 0.01), and the LLAMS was able to identify those patients who required short versus long rehabilitation stays. The incorporation of the LLAMS into the physiatrist's initial assessment of patients in the amputee clinic has enhanced the ability to manage better the LOS and the time patients wait to enter the rehabilitation program.

scholarly journals Formal caregivers of older adults: reflection about their practice

2014 ◽  
Vol 48 (5) ◽  
pp. 732-738 ◽  
Author(s):  
Marina Picazzio Perez Batista ◽  
Juliana de Oliveira Barros ◽  
Maria Helena Morgani de Almeida ◽  
Elisabete Ferreira Mângia ◽  
Selma Lancman
Keyword(s):  
Older Adults ◽  
Professional Practice ◽  
The Elderly ◽  
Southeastern Brazil ◽  
Team Members ◽  
Daily Work ◽  
Formal Caregivers ◽  
Job Functions ◽  
Analysis Technique ◽  
Methodological Procedures

OBJECTIVE To understand the job function of caregivers of older adults and contribute to the debate on the consolidation of this professional practice. METHODOLOGICAL PROCEDURES This is a descriptive, qualitative, and exploratory study. Four focal group sessions were performed in 2011 with 11 elderly companions, formal caregivers of older adults in the Programa Acompanhante de Idosos (Program for Caregivers of Older Adults), Sao Paulo, SP, Southeastern Brazil. These sessions, guided by a semi-structured script, were audio-recorded and fully transcribed. Data were analyzed using the Content Analysis technique, Thematic Modality. RESULTS In view of considering the caregivers of older adults as a new category of workers, it was difficult to define their duties. The elderly companions themselves as well as the care receivers, their families, and the professionals that comprised the team were unclear about their duties. The professional practice of these formal caregivers has been built on the basis of constant discussions and negotiations among them and other team members in Programa Acompanhante de Idosos during daily work. This was achieved via a recognition process of their job functions and by setting apart other workers’ exclusive responsibilities. CONCLUSIONS The delimitation of specific job functions for elderly companions is currently one of the greatest challenges faced by these workers to develop and consolidate their professional role as well as improve Programa Acompanhante de Idosos.

scholarly journals Adaptation and validation of the Caregiver Burden Inventory for use with caregivers of elderly individuals

2015 ◽  
Vol 23 (1) ◽  
pp. 130-138 ◽  
Author(s):  
Daiany Borghetti Valer ◽  
Marinês Aires ◽  
Fernanda Lais Fengler ◽  
Lisiane Manganelli Girardi Paskulin
Keyword(s):  
Older Adults ◽  
Correlation Coefficient ◽  
Caregiver Burden ◽  
Pearson Correlation ◽  
Intraclass Correlation ◽  
Expert Committee ◽  
Five Dimensions ◽  
Social And Emotional ◽  
Back Translation ◽  
Student’S T

OBJECTIVE: to adapt and validate the Caregiver Burden Inventory for use with caregivers of older adults in Brazil.METHOD: methodological study involving initial translation, synthesis of translations, back translation, expert committee review, pre-testing, submission of the final version to the original authors, and assessment of the inventory's psychometric properties. The inventory assesses five dimensions of caregiver burden: time-dependence, developmental, physical, social and emotional dimensions.RESULTS: a total of 120 family caregivers took part in the study. All care-receivers were older adults dependent on assistance to perform activities of daily living, and lived in the central region of the city of Porto Alegre, RS, Brasil. Cronbach's alpha value for the inventory was 0.936, and the Pearson correlation coefficient for the relationship between the scores obtained on the Caregiver Burden Inventory and the Burden Interview was 0.814. The intraclass correlation coefficient was 0.941, and the value of Student's T-test comparing test and retest scores was 0.792.CONCLUSION: the instrument presented adequate reliability and the suitability of its items and factors was confirmed in this study.

scholarly journals Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study

Pharmacy ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 148
Author(s):  
Ruth Vinall ◽  
Ashim Malhotra ◽  
Jose Puglisi
Keyword(s):  
Subgroup Analysis ◽  
Exploratory Study ◽  
Likert Scale ◽  
The Self ◽  
Classroom Setting ◽  
Participant Engagement ◽  
Significant Difference ◽  
Self Study ◽  
Team Based Learning ◽  
School Accreditation

Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (n = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.

scholarly journals inPractice: a practical nursing package for clinical decisions

2005 ◽  
Vol 13 (1) ◽  
Author(s):  
Barry Ip ◽  
Annlouise Cavanna ◽  
Beverley Corbett
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Health Science ◽  
Computer Assisted ◽  
Practical Nursing ◽  
Learning Program ◽  
Close Collaboration ◽  
Problem Solving Skills ◽  
Key Points ◽  
The University

This paper examines the recent development of a computer-assisted learning program—in Practice— at the School of Health Science, in the University of Wales Swansea. The project, which began in 2001, was developed in close collaboration with The Meningitis Trust, the aim being to produce a software package to increase nursing students’ knowledge of meningitis-related illnesses, and to enhance their decision-making and problem-solving skills by using lifelike scenarios. It incorporates two multimedia meningitis modules incorporating the use of text, film, and sound, in which students are presented with information about the illness (symptoms, treatment etc.), and are required to use their knowledge to make decisions at various key points. A general discussion of decision-making theories and CAL design principles is presented, which has provided a foundation for the main design aspects of the package. This is followed by an outline of how the program was created to promote students’ application of knowledge and their decision-making and problemsolving skills. Results from an evaluation questionnaire are presented. Consideration is also given as to how the program can be extended.DOI: 10.1080/0968776042000339808

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