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

scholarly journals THE ROLE OF SERVICE LEARNING IN THE US STUDENTS’ CITIZENSHIP FORMATION

2020 ◽  
pp. 223-227
Author(s):  
Yuliia SHARANOVA ◽  
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Service ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Rapid Change ◽  
The United States ◽  
Educational Process ◽  
The Us ◽  
The Usa

Introductain. The article highlights the ed-ucational potential of service learning in the US higher education in the process of forming students' citizenship. Teaching community service as a highly effective peda-gogical practice in American higher education institutions ensures the development of students' readiness for a meaningful and responsible life in an interdependent world characterized by uncertainty, rapid change and destabilizing inequality, and serves as a basis for forming students’ citizenship.The definition of community service learning by the American educators, who see it as a form of learning, as well as a teaching strategy that combines sociallysignifi-cant activities with an educational process based on reflection with the view to enriching students' learning experience, building civic responsibility and strengthening communities, is considered. The basic requirements of conformity of service learning in universities and colleges of the USA to the status of educational discipline are characterized.It is noted that teaching service learning in higher ed-ucation institutions in the United States promotes, through dialogue and cooperation, the social and cognitive devel-opment of students who, coming from the comfort zone to the contact zone, learn to interact effectively with each other and other people as well

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.

scholarly journals Person-Centered Health Care: An Approach That Integrates Acute and Long-Term Care

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 704-704
Author(s):  
Yuchi Young ◽  
Barbara Resnick
Keyword(s):  
Older Adults ◽  
Health Care ◽  
Health Systems ◽  
Long Term Care ◽  
The United States ◽  
World Population ◽  
Term Care ◽  
The Usa ◽  
Aged Society

Abstract The world population is aging. The proportion of the population over 60 will nearly double from 12% in 2015 to 22% in 2050. Global life expectancy has more than doubled from 31 years in 1900 to 72.6 years in 2019. The need for long-term care (LTC) services is expanding with the same rapidity. A comprehensive response is needed to address the needs of older adults. Learning from health systems in other countries enables health systems to incorporate best long-term care practices to fit each country and its culture. This symposium aims to compare long-term care policies and services in Taiwan, Singapore, and the USA where significant growth in aging populations is evidenced. In 2025, the aging population will be 20% in Taiwan, 20% in Singapore and 18 % in the USA. In the case of Taiwan, it has moved from aging society status to aged society, and to super-aged society in 27 years. Such accelerated rate of aging in Taiwan is unparalleled when compared to European countries and the United States. In response to this dramatic change, Taiwan has passed long-term care legislation that expands services to care for older adults, and developed person-centered health care that integrates acute and long-term care services. Some preliminary results related to access, care and patterns of utilization will be shared in the symposium. International Comparisons of Healthy Aging Interest Group Sponsored Symposium.

scholarly journals Teaching civic engagement: Evaluating an integrative service-learning program

2012 ◽  
Vol 5 ◽  
Author(s):  
Jed Metzger
Keyword(s):  
Service Learning ◽  
Community Intervention ◽  
Academic Discipline ◽  
The United States ◽  
Lessons Learned ◽  
Integrative Approach ◽  
Community Practice ◽  
Integrative Learning ◽  
Learning Program ◽  
Community Environments

The demands on successfully teaching intervention skills in macro (community) environments are numerous and extend beyond the confines of any one academic discipline. In particular, when considering community, the compounding of the multiple factors of social economics, diversity, social policy, history and political agendas requires an integrative approach. This mixed-methods retrospective article analyses the use of service-learning in an advanced Master of Social Work community practice course. Special attention is given to the construction of academic and community experience that facilitates learning integration and understanding of the ways in which factors compound on community wellbeing. Specifically this project involved students in efforts constructed to address violence directed by and against inner-city youth in a mid-sized northeastern city in the United States that is beset with gang violence and has led its state in per capita murders for four of the past five years. Recommendations and lessons learned presented in this article are directed at exploring a construction of service-learning that could address integrative learning in community intervention courses. Keywords: Service-learning, teaching, macro practice, violence

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.

Engaging Vital Older Adults in Intergenerational Service-Learning

2018 ◽  
pp. 266-287
Author(s):  
Reneé A. Zucchero
Keyword(s):  
United States ◽  
Older Adults ◽  
Service Learning ◽  
Older Adult ◽  
Undergraduate Students ◽  
The United States ◽  
Life Review ◽  
Future Research ◽  
Negative Stereotypes ◽  
Adult Volunteers

The population of older adults within the United States is growing rapidly, which calls for increased understanding of that population. However, ageism is pervasive and one of the most engrained forms of prejudice. Intergenerational service-learning may be one way to reduce negative stereotypes and ageism. The Co-Mentoring Project is an intergenerational service-learning project that matches undergraduate students and vital older adult volunteers. Students meet with their partners at least four times over the course of the semester to conduct a life review and gather information to begin the older adults' memoirs. This chapter provides a rationale for intergenerational service-learning and information about its theoretical underpinnings. The chapter also offers information about service-learning best practices, including structured reflection, and how the Project's methodology is consistent with them. The multi-modal assessment conducted for the Project and its outcomes are discussed. Finally, directions for future research are described.

The Work of Preparing Canadian Nurses for A Licensure Exam Originating from the USA: A Nurse Educator’s Journey into the Institutional Organization of the NCLEX-RN

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Kristin Petrovic ◽  
Emily Doyle ◽  
Annette Lane ◽  
Lynn Corcoran
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Registered Nurses ◽  
The United States ◽  
National Council ◽  
National Council Licensure Examination ◽  
Institutional Organization ◽  
The Usa ◽  
Computer Based ◽  
Exam Result

AbstractThe licensing exam for registered nurses in Canada has recently been changed from a Canadian developed, owned and delivered exam to the National Council Licensure Examination for Registered Nurses (NCLEX-RN) which originates from the United States. Rationale for this exam change focused on transitioning to a computer-based exam that has increased writing dates, with increased security, validated psychometrics, increased exam result delivery, and an anticipated decrease in expense to students. Concerns have arisen around the acceptance, implementation and delivery of this exam to Canadian nursing students that reflects the broad Canadian landscape of education and nursing practice. The experience of a Canadian nurse educator in working to facilitate students’ transition to this exam is addressed using an institutional ethnographic lens. Finally, we come to conclusions about the importance of countries utilizing licensing exams that reflect their nursing education and practice

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 Global U: Exploring Curricular Development and Outcomes in Three University of Utah Experiential Learning Abroad Programs

2020 ◽  
Vol 6 (1) ◽  
pp. 36-45
Author(s):  
Lisa H. Gren ◽  
L. Scott Benson ◽  
Caren J. Frost
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Mission Statement ◽  
Learning Experience ◽  
Authentic Learning ◽  
The United States ◽  
Global Learning ◽  
Short Term ◽  
University Of Utah ◽  
The University

The University of Utah is a publicly funded, R1 university located in the United States, with a mission statement that includes recognition of its global role, asserting that “. . . we engage local and global communities to promote education, health, and quality of life.” As part of that engagement, the University of Utah has offered learning abroad opportunities since 1967. Approximately 1 in 10 students participates in a global learning experience, and 80% of programs are short term (defined as 10 weeks or less). The pedagogical theories that guide these short-term programs are experiential learning, authentic learning, and intentional targeted intervention. We describe three short-term learning abroad programs in public health and social work—for students at the high school, undergraduate, and graduate level—connecting the reported benefits to the pedagogical model and theories used to develop the specific curriculum for these short-term programs. Faculty use a variety of reflective tools to help students learn to function in their new setting (experiential learning); explore and meaningfully construct concepts and relationships as they address real-world problems (authentic learning); and facilitate intercultural growth (intentional targeted learning). The University of Utah has adapted a three-stage model for learning abroad that incorporates principles from these theories to drive program activities: Plan (predeparture), Learn (program participation), and Integrate (postprogram). Immediate benefits to students of participating in a global-learning experience include intercultural learning, personal, and career development. Benefits to faculty include scholarly products in the domains of education and service learning, community-engaged participation, and research.

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