Learning from and giving back: A comparison of speech-language pathology student outcomes to inform curriculum design on working with older adults.

Abstract

Purpose: Learning experiences that address ageism can be effective when key factors are incorporated in the design. The application of influential factors has been researched extensively in some professions, with few experiences explored in speech-language pathology. Experiences are often composite, however, the unique contribution of each component is seldom evaluated limiting application to future learning experience design. The purpose of this study was to explore individual components of a multi-component learning experience through student reported perceptions of working with older adults.

Method: Data were gathered from speech-language pathology students (n = 79) who completed one of two iterations of a learning experience about working with older adults. Published scales, purposefully developed surveys, and structured reflections were analysed using directed content analysis and thematic analysis.

Result: Inclusion of both preparatory learning and intergenerational contact emerged as highly influential. Particularly, contact with inspiring older adults and the opportunity to experience a different role of being a speech-language pathologist through service-learning, positively influenced attitudes related to service provision to older adults.

Conclusion: Evidence informed learning experiences about older adults can achieve knowledge- and skill-based learning outcomes for students as well as positively influence perceptions of ageing and interest in service provision to older people.