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1.
Janet L. Timms 《Educational gerontology》2013,39(6):627-636
More people are surviving to old age, which places increasing demands on the health care system and accentuates the importance of developing alternate methods of meeting the unique health care needs of older adults. A university/ community partnership, such as the one described in this article is one example of an innovative, alternate community nursing service. The program provides home health services; gerontological teaching, research, and practice opportunities for faculty; and expanded gerontological clinical experiences for nursing students. Critical elements of program development are discussed and recommendations for similar programs are given. 相似文献
2.
Lily Dongxia Xiao Jan Paterson Julie Henderson Moira Kelton 《Educational gerontology》2013,39(9):763-781
Literature reveals difficulties in preparing nurses to care for older people. This article reports a study that aimed to facilitate positive changes in gerontological education in an undergraduate nursing program by identifying barriers and effective actions. A critical research approach was applied to the study. Data were mainly collected through focus groups. A total of five barriers were identified in gerontological education in an undergraduate nursing program. Actions which may address these barriers were explored. Critical reflection on educational practice based on partnerships between education and service sectors has the potential of leading an educational reform in gerontological nursing. 相似文献
3.
MARION L. CAVALLARO 《Counselor Education & Supervision》1992,32(1):70-78
A master's level specialization in gerontological counseling is described. Development of the program, curriculum, student composition, and program evaluation are discussed. 相似文献
4.
Reviewed by Barbara B. Price Gerontologist 《Educational gerontology》2013,39(6):551-552
A unique development program was designed to assist faculty in integrating gerontological concepts in selected undergraduate courses. The disciplines of social services, human performance, psychology, nutrition, audiology, and nursing were targeted for the program. The faculty development program took place in four phases over a 17‐month period. In Phase 1, faculty members studied theoretical concepts in gerontology relevant to their academic discipline. During Phase 2, faculty members obtained practical experience in gerontological settings to complement the knowledge gained in the first phase. In Phase 3, the faculty developed instructional units for their courses based on their Phase 1 and 2 experiences. During Phase 4 the faculty pilot tested, implemented, and revised the curricular materials. In addition, Phase 4 included opportunities for each faculty member to develop a research agenda for the continued study of gerontology. As a result of knowledge gained in the project, 10 faculty members developed SO instructional units, which were integrated into existing undergraduate courses. Approximately 300 students demonstrated significant gains in knowledge in gerontological concepts during the first semester of implementation. It is estimated that continued use of the modules will result in more than 800 students per year being exposed to gerontological concepts. 相似文献
5.
Carol C. Riddick 《Educational gerontology》2013,39(2-3):127-135
The impact of an inservice program on practitioners’ gerontological knowledge and attitudes was examined. A nonequivalent control group design was used to conduct the study. The experimental group was made up of geriatric recreational service providers attending the first of two annual one‐week inservice educational programs. An outdoor resource management undergraduate level class served as the control group. The experimental group relative to the control group underwent a significant increase in their gerontological knowledge. Neither group experienced a significant change in their attitudes regarding the social value of the elderly or personal anxiety toward aging. The amount of change experienced in gerontological knowledge by program participants was significantly influenced by the degree of contact the individual had had with elders but not by their educational background. Educational background and degree of contact were not significantly associated with change in gerontological‐related attitudes. Implications for persons involved in designing and developing educational programs are discussed. 相似文献
6.
This article compares the results of a nationwide survey of gerontological counseling experts and a sample of executive directors of Area Agencies on Aging identifying, confirming, and rank ordering the goals and roles of gerontological counselors. The data indicate that a wide gap exists between gerontological counselor educators and administrators of social service programs for the elderly in the priority they ascribe to the goals and roles of counselors of older persons. Social service program administrators, however, indicate that counseling can be readily incorporated into the aging services network as it presently exists. 相似文献
7.
Dena Shenk Graham D. Rowles James R. Peacock Jim Mitchell Bradley J. Fisher Krista S. Moore Lyndall Hare 《Educational gerontology》2013,39(7):537-556
In this article, we consider different approaches to teaching research methods in gerontology across a continuum of educational program levels. Our goal is to offer a conceptual framework and stimulate productive discussion of key issues and challenges in teaching research in gerontology. It is our belief that education in gerontology should include some level of training in research methodologies across all levels of gerontology instruction. Therefore, we have sought to identify those components of research training most appropriate for each level of gerontological education. Thus, basic understanding of research methods is appropriate at the associate's degree level and introductory exposure to basic issues involved in conducting research with elders provides a necessary backdrop to undergraduate programs. More in-depth understanding of gerontological research methods, particularly those involved in applied research, is a component of quality master's level programs. Finally, in-depth knowledge and the ability to apply distinctively gerontological research methods are necessary for conducting advanced original research at the doctoral level. 相似文献
8.
9.
The Hartford Geriatric Social Work Competency Scale II (GSWCS-II) is the gold standard for assessment of social work competency and confidence in gerontological practice behaviors, but minimal research to date has examined the factor structure of this important instrument. This study employed exploratory factor analysis to determine the underlying structure of the measure's subscales related to assessment and intervention. Results indicate that the Assessment and Intervention subscales each have two underlying components that differentiate between core geriatric competencies necessary for all social workers and competencies required for specialists in aging. Findings have implications for the evaluation of competency and self-efficacy in gerontological social work, furthering the application of the GSWCS-II for both social work education and practice settings. 相似文献
10.
As emphasis on intensive educational training increases, effective gerontological curricula and content planning to assure learner satisfaction are becoming more important. This article considers four key variables related to learner satisfaction: class size, seating arrangement, training methods, and participant motivation. Six guidelines for increased training effectiveness are suggested: preassessed and structured environment, planned group size to serve content and objectives, seating arrangements, discussion group utilization, preassessed learner attitudes, and continuous evaluation with necessary restructuring. 相似文献
11.
Increased opportunities for assessment and intervention, consultation, and program evaluation in early childhood education are suggested as roles that the school psychologist should develop to facilitate effective parent involvement in a child's education. A review of the literature on parent involvement in early childhood special education is provided. The current federal guidelines, rationale, definitions of parent involvement, and strategies for evaluating parent involvement are reviewed. 相似文献
12.
Michèle‐Jeanne Cohen 《Educational gerontology》2013,39(2):201-206
This article reviews a recent continuing education program held at the University of Western Australia, Perth. The program addressed some of the crucial issues facing professionals in the field of aged services and comprised a one‐day seminar and a series of workshops. It was hosted by the Department of Social Work and Social Administration over a six‐week period and examined a wide range of issues in gerontological social work practice. 相似文献
13.
This article is Part 2 in a 2-part series discussing the new guidelines for Educational Policy and Accreditation Standards (EPAS) issued in April 2008 by the Council on Social Work Education. The 2008 EPAS shifted the focus of assessment for accreditation or reaffirmation from the evaluation of program objectives to assessment of educational outcomes and student achievement of practice competencies. Because major accreditation challenges for social work programs derive from the 2008 EPAS, this article continues the discussion of a model for sequencing accreditation tasks that began in Volume 30, Issue 2 of this journal. In this article, Part 2, the authors discuss the program's implicit curriculum and its assessment under the 2008 EPAS. The articles in this 2-part series are intended to be companion pieces. 相似文献
14.
Jill M. Chonody 《Educational gerontology》2015,41(12):859-887
With the rapid aging of the population, strategies that can be incorporated into the curriculum are needed, including social work and medicine. Over the past 20 years, pedagogical strategies to improve attitudes toward older adults and gerontological practice along with knowledge about aging have been tested. Instructors are seeking methods that are evidence-based; thus, a need for a systematic review of this literature is warranted. For this review, 58 articles met inclusion and were evaluated to determine the best approaches to positively impacting knowledge about, and attitudes toward, older people and gerontological practice. Interventions to change knowledge are the most straightforward with support for aging courses, modules, and infusion approaches. A combination of information with an experiential activity (e.g., service learning) was the most common pedagogical approach; the evidence suggests that this approach can change student attitudes. Addressing gerontological interest appears to be more challenging with fewer studies reporting a positive change. Future research should seek to test additional approaches that may influence student interest in gerontological practice, and additional studies that seek to test online strategies should be conducted, given the prominence of these courses. 相似文献
15.
J. Kirk Gulledge 《Educational gerontology》2013,39(6):637-644
A survey of 289 pastors from, three major denominations found that clergy demonstrate a relatively high level of gerontological knowledge in comparison with other reference groups, but that their concepts of aging are affected by a number of consistent stereotypes and inaccuracies that may negatively influence their ministry among older adults. This study addresses the major stereotypes identified by the Facts on Aging Quiz, summarizes gerontological education needs described by the respondents, and draws implications for gerontological training as part of seminary education. 相似文献
16.
JANE E. MYERS LARRY D. LOESCH THOMAS J. SWEENEY 《Counselor Education & Supervision》1991,30(3):194-204
This study identifies current trends in preparation of counselors to work with older persons, including specialty course work in gerontological counseling and the extent to which gerontological counseling content and issues are incorporated into existing required and elective counselor preparation courses. Recommendations for increasing such content in existing courses, rather than the introduction of new specialty courses, are presented. 相似文献
17.
Eun-Kyoung Lee Pauline Collins Kevin Mahoney Kathleen McInnis-Dittrich Elizabeth Boucher 《Educational gerontology》2013,39(9):737-756
Based on a geriatric enrichment (GeroRich) effort, this study examines outcomes of infusing aging content across the master of social work (MSW) foundation curriculum. In a longitudinal research design tracking one class, there were no significant changes observed in students' levels of experience and interest in gerontological social work. Significant increases were observed in self-rated levels of gerontological knowledge and practice skills—clinical and macro. Full-time status, less gerontological experience, and higher knowledge predicted greater practice skills at the follow-up. Implications for educating the next generation of social workers to better meet the needs of older adults and their families are discussed. 相似文献
18.
In April 2008, the Council on Social Work Education (CSWE) issued new guidelines for Educational Policy and Accreditation Standards (EPAS). The 2008 EPAS shift the focus of assessment from the evaluation of program objectives to assessment of educational outcomes and student achievement of practice competencies. Major accreditation challenges for social work programs derive from the 2008 EPAS involving sequencing the assessment tasks, and developing accurate and useful instruments. This article is Part 1 of a 2-part series presenting a model for sequencing curriculum accreditation and reaffirmation tasks. In this Part 1, the explicit curriculum is explored including multiple measures to assess the extent to which students are achieving practice behaviors (as indicators of core social work competencies). Part 2 of this discussion, focused on the implicit curriculum, will appear in the next issue of the Journal of Teaching in Social Work (Vol. 30, Issue 3). 相似文献
19.
Educational programs in academic gerontology with differing formats and requirements have emerged in a variety of educational institutions across Canada and the United States during the past decade. In 1986 and 1987, two gerontology certificate programs were initiated in Calgary, Alberta, Canada. One program is offered through the Faculty of Continuing Education at the local university, the other through the community college's Department of Nursing and Allied Health. Although both programs are multidisciplinary, they differ in their relative emphasis on theory, practice, and research. The above and other differences were examined by a survey designed to probe why students from a variety of disciplines selected one of these programs over the other. It was hypothesized that variables such as preferred learning style, previous experience with specific types of educational facilities, and influence of peers and work setting would be factors influencing program selection. The results of this study lead to recommendations regarding the status of gerontological credentials in Canada and the need for students to be more aware of program choices. 相似文献
20.
ABSTRACT: Despite the well-documented advantages of switching to instruction based on assessment of learning outcomes, many academic disciplines, including food science, are still based on the traditional mode of instruction. The problems of converting from traditional to assessment-driven instruction are numerous and change in the university setting is slow. However, certain guidelines can be followed to start the process for change and evaluate the effects on student learning. A partnership between the industry being served and academic instructors is needed to ensure that assessment-based instruction is focused on the proper principles. Methods of assessment of learning outcomes need to be carefully chosen and developed to bring industry standards and student learning together. This can be done only if both direct and indirect assessments at the program level provide faculty with means to answer their most pressing questions about what students know and are able to do as a result of Food Science education. 相似文献