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1.
Intergenerational interactions have demonstrated some success at improving attitudes of college students toward older adults. This quasiexperimental study involved undergraduate college students paired with older adults for a six-week e-mail exchange. Student attitudes toward older adults were measured pre- and posttest with Polizzi's revised version of the Aging Semantic Differential (ASD). Students were assigned to an intervention group (n = 23) or a control group (n = 20). The intervention group demonstrated significant improvement in attitude toward older adults as compared to the control group (F 14.694, p < .05). This educational approach holds promise for using readily accessible technology to connect the generations.  相似文献   

2.
ABSTRACT

The purpose of this study was to determine if the amount and variety of fruits and vegetables consumed increased among community-dwelling older adults participating in Kentucky’s congregate meal site program following a series of five nutrition education lessons. A convenience sample of older adults attending senior centers (n = 35)—two intervention (n = 19) and two control (n = 16) centers—participated in this quasi-experimental pilot study. Following the intervention there was a significant increase in actual fruit and vegetable intake in the intervention group (p < .05) as assessed by platewaste measurements of the congregate lunch meal. In addition, from pre- to post-intervention, a trend towards increased self-reported intake in the variety of fruit and vegetables was observed among the intervention group. As well, a significant increase in the number of days intervention participants self-reported consuming at least 4.5 cups of fruits and vegetables in the last 7 days (2.44 ± 2.09 days to 4.28 ± 1.99 days (p = .004)) was observed; and knowledge pertaining to phytochemicals increased (p < .05). The phytochemical index (PI) score of the lunch meal, taking into account that the older adults' consumption of meal components, including phytochemical-rich foods, was 26.9. Overall, study results indicated that a short theory-based nutrition education program offered to community-dwelling older adults was linked to an increase in fruit and vegetable consumption and phytochemical knowledge.  相似文献   

3.
Research Findings: The goal of this study was to determine the efficacy of an educational intervention program to improve emotion knowledge, emotion regulation, and social competence in 2-year-old Spanish children. This study makes two original contributions because there are no validated education programs for such young children and because it aims to show how an intervention focused on emotion-related aspects affects children’s social competence. The pilot study was conducted on 57 Spanish 2-year-olds divided into an experimental group (n = 38) and a control group (n = 19). The children were assessed for overall development, emotion knowledge, emotion regulation, and social competence before and after the intervention. The program was carried out in the classroom in 30-min weekly sessions over a 6-month period. The findings showed significant progress in emotion knowledge and social competence as well as slight progress in emotion regulation. Practice or Policy: Our results show that emotions should be part of the curriculum starting in early childhood. On the one hand, 2-year-olds can benefit from planned interventions that improve social competence through emotion knowledge. On the other hand, 24 months is developmentally speaking the perfect age to start acquiring emotion knowledge through the simplest components.  相似文献   

4.
This study aimed to assess the impact of pre-professional education on students' knowledge and attitudes about aging, including the option of a simulated learning activity. Using a mixed design, groups of nursing and nutrition students (n = 127) were randomly assigned to experience the Aging Game. Pre- and posttest observations included measures of anxiety, attitude and empathy. In the Aging Game, students played the role of an elderly adult with common physical disabilities during various scenarios and then reflected on the experience. As a result, students became more familiar with what being an older adult felt like, and increased understanding and empathy.  相似文献   

5.
ABSTRACT

Ageism refers to discrimination against individuals based on age, while aging anxiety is defined as fear about getting older. We were interested in whether ageism and aging anxiety had distinct correlates among young adults. The purpose of this study was to explore the effects that knowledge of aging, contact with older adults, fear of death, and optimism have on ageism and aging anxiety in young adults (N = 623). Knowledge of aging and contact with older adults were associated with lower ageism. Aging anxiety was associated with greater fear of death and lower optimism. Results indicate that the positive effects of contact and knowledge on the attitudes of young adults toward the older adult population. Increased education on the aging process and improving quality of contact with older adults could help reduce ageism and ageing anxiety.  相似文献   

6.
Palmore's Facts on Aging Quiz (FAQ) was used to measure aging knowledge outcomes of 323 practicum students engaged in aging-focused practica at pre- and posttest across 11 universities. Significant improvement in knowledge scores (p = .0001) was found for graduates of the enhanced field education programs. Taking aging course work was a significant (p = .0001) influence on knowledge outcomes. Combined with coursework, the practicum students experienced increased knowledge of aging. When experiential and didactic learning is combined, increased knowledge about facts of aging occurs.  相似文献   

7.
ABSTRACT

As the population ages, so does the number of older patients encountered by paramedics. It is vital that paramedics are adequately prepared to meet the unique and growing needs of these patients. Experience and education play key roles in the formation of attitudes that impact behavior, and ultimately patient care. The aim of this study was to determine the level of student paramedic experience with knowledge of, and attitudes toward, older adults and to examine the relationship between these factors. This was a cross-sectional study utilizing three paper-based questionnaires; Experience with Older Adults Questionnaire, Australian Facts on Aging Quiz 2 (FAQ2), and Aging Semantic Differential (ASD). Of the 871 paramedic student participants, 79% had an oldest living grandparent 65 years old or above, and 63% had encountered older adults on clinical placement. The mean (SD) score for the FAQ2 was 12.7 (3.0) out of a possible 25, indicating a low level of knowledge about older people. The mean (SD) score for the ASD was 120.3 (17.77), indicating slightly positive attitudes toward older adults. Knowledge (β = ?0.06; p = .058) and experience (β = ?0.06; p = .058) had weak associations with attitudes. Student paramedics have some prior experience with older adults, relatively low knowledge and generally positive attitudes. There is some association between these factors; however, the impact on patient care requires further investigation. Paramedic educators should strive to provide students with broad quality experiences and education that increases awareness and understanding of older people.  相似文献   

8.
Social work students have reported in previous studies that they receive insufficient coursework and training to work effectively with older adults. A critical factor in these deficiencies may be the level of knowledge of social work faculty. This study sought to assess social work faculty's knowledge of aging using the Knowledge of Aging for Social Workers (KASW) quiz. Using systematic random sampling, schools of social work in the United States were selected, and individual faculty members were invited by e-mail to participate in an online survey. Results show that social work faculty's (N = 609) knowledge about aging was found to be either less or comparable to other study populations. Knowledge levels were related to having an interest in policy, educational level, teaching aging courses on a regular basis, and confidence level in covering aging content. This study is the first to investigate social work faculty knowledge about aging and older adults. It may offer insight as to faculty competencies, which can have direct implications for student learning and interest in gerontology.  相似文献   

9.
ABSTRACT

Misconceptions about the brain and its relation to education are widespread. This can lead to the implementation of ineffective methods and the waste of precious resources. To examine the extent of belief in neuromyths, a survey about the brain in education was conducted. Respondents (n = 169) came from special education (n = 83) and general education (n = 78), and included preservice teachers (n = 34), in-service teachers (n = 63), higher education faculty (n = 39), and educational leaders (n = 33). The survey contained 15 Myths and 18 Facts, and overall, participants were able to correctly identify approximately 66% of all the Facts. On the other hand, on average, respondents responded correctly for only one third of the Myths. The most commonly misidentified Myths were related to motor coordination exercises to improve literacy skills, the right brain-left brain myth, and learning styles. Higher education faculty were able to identify more Myths than any other group. Implications for teacher preparation and ongoing professional learning for teachers and educational leaders are discussed.  相似文献   

10.
Using graduate social work students' data (n = 481) in the Hartford Partnership Program for Aging Education (HPPAE) in the United States, the study examined psychometric properties of the Knowledge of Aging for Social Work Quiz (KASW), a revision of the Facts on Aging Quiz, to evaluate biopsychosocial knowledge relevant to social work. We examined the intercorrelations of the KASW with the academic and practice experience in aging and score differences by the specialization and school year, and estimated the internal consistencies as reliability. Results showed the convergent validity of the KASW, indicating the items measured theoretically related areas of content with students' skills and experiences in aging. The internal consistencies, nevertheless, remained relatively low, representing the items that failed to measure the expected constructs of biopsychosocial domains. The KASW will be further refined to more sensitively identify students' knowledge deficiencies by selecting an optimal panel of items in biopsychosocial content areas and by providing information relevant to the pedagogical agenda and guidance in field education.  相似文献   

11.
This paper describes the development and evaluation of an interactive, narrative-based, multimedia game to promote learning and communication about sexual violence and health topics. High school-aged participants created the game concept in a three-week workshop, after which assets were assembled and refined by a university-based game design lab. The outcome, Lucidity, was a multimedia game with a nonlinear narrative that led to two different outcomes based on player decisions. The narrative followed the life of one character, an African American woman named Zaria who remembers and grapples with a sexual assault from her past. The player discovers parts of the story by reading comics, watching videos, navigating interactive websites and playing short videogames. The final evaluation consisted of gameplay, a post-game focus group and follow-up interviews. Twenty-four young people participated in three focus group discussions (n = 9, n = 5, n = 10); 23 participated in the follow-up interviews. Salient themes identified in the focus group discussions included: overall approval of the game, the acquisition of new knowledge and minimal past exposure to conversations or education about sexual violence. At follow-up, almost all (n = 22) had initiated a conversation about sexual violence with a parent, peer and/or teacher. Lucidity succeeded in engaging young people and facilitating communication with adults and peers regarding sexual violence and other sexual health topics. Ultimately, a game-based intervention such as this represents a feasible approach for introducing issues of sexual violence, with potential for future implementation in educational settings.  相似文献   

12.
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13.
In this study, the effectiveness of an oral history assignment was assessed in a traditional gerontology class versus a distance education (DE) gerontology class. Attitudes toward older adults and the aging process were measured before and after students in the traditional (n = 29) and DE (n = 16) setting completed an oral history assignment. Scores were evaluated at posttest for differences between groups. The assignment positively influenced students' attitude toward older adults in both classes. Results indicate that this assignment was as effective in the DE setting as in the traditional setting. Findings suggest that oral history is an effective teaching assignment in a DE gerontology class.  相似文献   

14.
The purpose of this study was to explore how stereotypes affect physical performance in older adults. During Experiment 1, older adults were primed with objects representing aging stereotypes to determine whether these objects can activate stereotypes of aging. Results from the first part of this study provide evidence that certain material objects have implicit meaning and can activate stereotypes of aging. During Experiment 2, 96 community dwelling older adults were randomly assigned to one of three groups: exposure to positive stereotypes of aging (n = 32), exposure to negative stereotypes of aging (n = 32), or a neutral condition (n = 31). Gait speed, standing balance, and lower extremity muscle performance were tested before and after exposure to the objects. Results revealed no significant differences between those exposed to positive stereotypes, negative stereotypes, or the neutral condition. Physical performance was not affected by exposure to objects related to stereotypes of aging. Compared to lab settings where stereotypes are activated on a subliminal level, there may be multiple factors competing for the control of behavior when stereotypes are presented as objects, which may lessen the effect of stereotype activation on behavior.  相似文献   

15.
This community-based, health promotion intervention for seniors provided a comprehensive review of the effect of body-mind-spirit (BMS) interventions on health behaviors. The 12-week curriculum offered sessions on exercise, nutrition, sexuality, leisure, stress management, cognitive behavioral therapy, forgiveness, and happiness. Gerontological experts carefully reviewed the adequacy of the program's objectives and instructional methods to meet the needs of older adults in South Korea. Seventy community-dwelling older adults were recruited at two community welfare centers and assigned to experimental (n = 32) and control (n = 38) groups. Extensive evaluations found that participation in the BMS program contributed to better outcomes in both physical and spiritual dimensions of health.  相似文献   

16.
This study examined whether attitudes toward interprofessional collaboration (Physician-Nurse, Physician-Social Worker, Nurse-Social Worker) held by medical, social work, and nursing students changed after completing an interprofessional curriculum consisting of (a) Interprofessional Education Development Session and (b) the Senior Aging and Geriatrics Educator mentoring program. The 15-item original and two modified versions of the Jefferson School of Attitudes Toward Physician-Nurse Collaboration (JSAPNC) were administered as pretest/posttest. Of the 186 participants who completed the pretest, 156 (84%) completed the posttest. Results showed that the medical students (n = 52) reported the most positive change in attitude toward all three pairs of interprofessional collaboration. Social work students (n = 55) reported the least positive attitudes toward Physician-Social Worker collaboration and nursing students (n = 49) reported the least positive attitudes toward Physician-Nurse collaboration. It is recommended to evaluate the interprofessional curriculum and other factors, such as the possible influence of the facilitator in group discussions, and that future studies include a rigorous design that monitors content of each educational session to ensure integrity across groups. Postgraduate follow-up measures could be used to enhance positive attitudes toward interprofessional collaboration.  相似文献   

17.
We studied the impact of the diagnostic label of osteoarthritis and educational information on family members' attributions, perceptions, and willingness to help older parents with pain. Undergraduate students (N = 636) were randomly assigned to one of three conditions where they read vignettes about an older mother with chronic pain, which varied on illness label and educational information. Results indicated that both the osteoarthritis label and osteoarthritis information led to more positive perceptions compared with no label/healthy aging information. Results highlight the importance of diagnosis and education in promoting favorable attributions and increasing willingness to help older adults with osteoarthritis.  相似文献   

18.
This study examined the associations of educational level with functioning and life satisfaction among community-dwelling older adults in South Korea (n = 4,152). The sample was drawn from Wave I of the Korean Longitudinal Study on Aging. To examine educational disparities, separate analyses were run to note predictors in less educated (below the 6th grade) and better educated (above the 6th grade) respondents. Educational disparities were found in major predictors of health and well-being. Older age and lower cognition were strong predictors of functional limitations, while being married, receiving public assistance, and better psychological functioning were associated with greater life satisfaction. The health and well-being of less educated respondents were influenced by demographic factors, while social engagement and psychological functioning were more prominent predictors for better educated respondents. These findings highlight the importance of enhancing cognitive functioning and function among older adults in Korea to promote their health and well-being.  相似文献   

19.
Older people who are living with dementia often need healthcare, including hospital admissions, due to additional health conditions. Caring for older people who are living with dementia is, therefore, a core nursing role. This study investigated student nurses’ expectations of, and confidence about, caring for older people with dementia and the effect of students’ age, precourse experience, and their academic year. The design was a cross-sectional survey using questionnaires to collect data. The participants (n = 328), based at one university in England, had all had at least one practice learning placement. Most student nurses (n = 202; 62%) had precourse contact with older people with dementia and had cared for them during the course (n = 291; 89%). The student's academic year significantly affected confidence about caring for older people with dementia (p = .006), but still only 52% (n = 26) of third-year students felt “generally confident.” Precourse contact with older people with dementia had a significant impact on expectations (p = .001) and confidence in caring for people with dementia (p = .002). Students who were >25 years were significantly more likely to have had precourse contact with older people with dementia (p = < .001). Nurse educators should ensure that students entering nurse education appreciate that caring for older people who are living with dementia will be a core part of their role. They must proactively prepare nursing students to care for people with dementia, recognizing that some students have no previous contact, which may affect their confidence and experiences.  相似文献   

20.
Teachers are ideally placed to identify and refer pupils who self-injure, but are often unaware when pupils self-injure or unsure how to respond. The aims of this study were to explore and compare pre-service and in-service teachers’ knowledge and attitudes towards self-injury, and their confidence responding to pupils who self-injure. Pre-service teachers (n = 267) and in-service teachers (n = 261) completed self-report questionnaires. Prior education regarding self-injury was positively related to knowledge and confidence, while pre-service teachers were more confident than in-service teachers in their ability to cope with legal and school regulations. Thematic analysis of open-ended questions indicated that although pre- and in-service teachers are concerned about pupils who self-injure and are willing to help these students, they feel ill-informed about self-injury and requested school policies and additional education regarding the behaviour. Results have implications for educational programmes that prepare pre- and in-service teachers to identify and respond to pupils who self-injure.  相似文献   

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