E. Ayn Welleford

Oral History in the Classroom: Fostering Positive Attitudes Toward Older Adults and the Aging Process

Oral history projects can create intergenerational dialogue between students and elders. The purpose of this research study was to evaluate changes in attitudes toward older adults and aging of undergraduate students (n = 14) enrolled in an introductory gerontology course after completion of an oral history project. Attitudes toward older adults and aging were measured with visual analogue scales and were evaluated using a quasi-experimental pretest-posttest design. Results indicate that significant changes in attitudes toward older adults (p ≤ .01) and the aging process (p ≤ .001) occurred. Students perceived that the project contributed positively to changes in attitudes and to their classroom experience.

A Professional Development Program in Geriatric Interdisciplinary Teamwork: Implications for Managed Care and Quality of Care

This study investigated the effectiveness of a multiyear geriatric interdisciplinary team training (ITT) program conducted by a geriatric education center in cooperation with three large health care systems. Approximately 40 half-day training sessions were planned and implemented by the university-community partnership. The training sessions included core content on team processes and substantive clinical material on geriatric concerns and disease states (dementia, diabetes, etc.). Statistical analyses revealed that a critical amount of training is necessary to induce positive changes in team skills and attitudes about geriatric health care teams. Results also indicated that maturity, practical experience, and some previous formal training in geriatrics or gerontology are predisposing factors contributing to the effectiveness of geriatric ITT. Because resources to implement these kinds of comprehensive training programs are often limited, more focused educational interventions are advisable.

Evaluation of a Distance Learning Course in Geriatric Interdisciplinary Teaming

approach are advantageous in a rapidly changing health care system where managed care and integrated services are of increasing importance. A statewide Geriatric Education Center, in cooperation with faculty from multiple disciplines at a state-supported major medical college and other nationally known experts in this area, developed a graduate level distance learning course to enhance awareness of the importance of interdisciplinary teaming. Evaluation results documented an increase in the skills important to effective interdisciplinary team functioning. Greater improvements in attitude toward health care teams occurred among students employed in jobs where they worked primarily with older adults. Pre-training and post-training motivational differences were also found to distinguish students engaged in direct care, geriatric employment. Results are discussed in relation to other evaluation studies in this area and the advances likely to be documented with increased recognition of the benefits in employing geriatric interdisciplinary teams.

Promoting the Development of Professional Identity of Gerontologists: An Academic/Experiential Learning Model

Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field (“professional incumbents”). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students.

Institutionalizing a Multi-Faceted Approach to Geriatric Interdisciplinary Team Training

ABSTRACT The process of needs assessment, program design, implementation, and institutionalization of a Geriatric Interdisciplinary Team Training Program is examined. Three program components target health care professionals and students/pre-professionals: a video-based geriatric interdisciplinary team training course that has portability and is appropriate for training in a variety of settings; a system of identifying, enhancing, and evaluating geriatric placements in interdisciplinary teamwork; and a series of training units leading to a Geriatric Interdisciplinary Team Training Certificate. Over the three-year program development period, 40 students completed the graduate course, 12 new clinical training sites were developed for training in interdisciplinary teamwork, and 39 half-day Geriatric Interdisciplinary Team Training sessions were developed, offered, and evaluated for 537 health professionals. Fifteen health-care professionals were certified through the 50-hour geriatric interdisciplinary team training program and three health-care professionals took the 40-hour program.

Who Is Likely to Commit to a Career With Older Adults

Gerontology, as an academic discipline, provides professionals with the conceptual knowledge and the skills necessary to address the complexities of working with a diverse aging population. We know little about what attracts professionals to the aging field and what maintains commitment to these careers. The aim of this study was to investigate the roles of career motivation, job satisfaction, anxiety about aging, and professional identity in relation to career commitment among those working with older adults. Participants (N = 756) were recruited through organizations and institutions serving older adults and responded to an online survey. Participants’ motivation for working with older adults, level of job satisfaction, and exposure to formal gerontological education significantly predicted career commitment. In addition, aging anxiety mediated the relationship between job satisfaction and career commitment. This study sheds lights on perspectives of professionals working with older adults and highlights areas for future gerontological research and training.

Learner-Centered Online Courses/Programs in Gerontology and Geriatrics: New Responses to Changing Needs of Health Professionals

ABSTRACT This article describes recent trends that have led to an emphasis on a learner-centered approach to gerontology and geriatrics education especially in distance-based education. A learner-centered approach to education has combined with technological advances to stimulate distance-enhanced education for students in geriatric and gerontology programs. The technological advances, especially the Internet, that have enhanced the capacity of educational programs to involve students in the learning process even though separated from the instructor by time and distance, are discussed. In response to the needs of health care professionals who were seeking to enhance their skills in research, education, and leadership in their respective professions, including gerontology, the learner-centered Doctoral Program in Health-Related Sciences (DPHRS) was established in the School of Allied Health Professions of Virginia Commonwealth University. The specifics of this distance-enhanced, learner-centered program are described. The article ends with strategies for encouraging a learner-centered experience with special focus on distance-based education.

BEHIND-THE-SCENES: DESIGNING A LONG-DISTANCE COURSE ON GERIATRIC INTERDISCIPLINARY TEAMING

In this paper, the design and development of a long-distance course on geriatric interdisciplinary teaming are presented. The focus is on the conceptualization of the course, followed by details surrounding developing a design team; designing curricular content; deciding delivery methods; scripting; overseeing and editing videos; and determining assignments and grading criteria. Lessons learned in the process are provided.

University-Community Relationships in the Development of a Geriatric Interdisciplinary Team Training Certificate

In this article, the authors take a systematic look at transaction costs and barriers to a university-community partnership during the design and implementation of a Geriatric Interdisciplinary Team Training Certificate. The development of the authors’ university-community partnership was fueled by a funding source that enabled the Virginia Geriatric Education Center to work with three large health care systems. The purpose of the grant was to develop a geriatric interdisciplinary team curriculum for community-based health care professionals. The interdisciplinary planning committee, consisting of both university-based educators and community-based practitioners, designed a 50-hour curriculum that covered diverse clinical topics with an interactive format. In the process, the authors identified within-site, across-site, and between-partner barriers that need to be addressed for successful implementation.

Lessons Learned From a Program Evaluation of a Statewide Continuing Education Program for Staff Members Working in Assisted Living and Adult Day Care Centers in Virginia

The number of older adults residing in assisted living facilities (ALF) and utilizing adult day care services is expanding with the increasing population of older adults. Currently, there are no standardized requirements for continuing education for assisted living and adult day care service staff at a national level. Given that 62% of states within the United States require continuing education for ALF staff and/or administrators, a more formalized system is needed that provides evidence-based gerontological training to enhance the quality of care and services provided to older adults. This article describes the challenges and lessons learned from conducting a program evaluation of a Statewide Training and Continuing Education Program for Assisted Living Facility and Adult Day Care Service staff in Virginia. Survey evaluation data from a 6-year period was examined and a formative program evaluation was conducted. The findings from the survey evaluation and formative evaluation are discussed as are the lessons learned.