GERONTOLOGY & GERIATRICS EDUCATION最新文献

Enhancing trauma-informed care for older veterans: clinician perspectives on trauma practices and curricular needs.

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-12-02 DOI: 10.1080/02701960.2024.2433205

Kelly A O'Malley, Stella T Park, Maya Tadmor, Katherine Kemp, Anica Pless Kaiser, Hannah M Bashian, Lola Baird, Jennifer A Moye

{"title":"Enhancing trauma-informed care for older veterans: clinician perspectives on trauma practices and curricular needs.","authors":"Kelly A O'Malley, Stella T Park, Maya Tadmor, Katherine Kemp, Anica Pless Kaiser, Hannah M Bashian, Lola Baird, Jennifer A Moye","doi":"10.1080/02701960.2024.2433205","DOIUrl":"https://doi.org/10.1080/02701960.2024.2433205","url":null,"abstract":"Trauma-informed care is mandated in long-term care settings in the United States; however, little is known about clinicians' perspectives on trauma-informed care educational needs. To address this gap, we gathered responses to closed- and open-ended questions from two samples who work with older adults: (1) hospice and palliative care staff (N = 279) completing a recurring bi-annual survey, and (2) clinicians from diverse settings (N = 242) responding to live polling during a Veterans Affairs (VA) national webinar. Results of qualitative and quantitative analysis revealed that both routinely screened for trauma history or posttraumatic stress disorder (PTSD). Hospice and palliative care clinicians reported the least confidence in recognizing trauma and responding to trauma disclosures, while one-fifth of VA clinicians reported hesitancy to assess trauma history. Hospice and palliative staff were more confident in their knowledge of effects of trauma and applying the trauma-informed principle of \"respect.\" Both groups expressed interest in additional training, specifically videos, case examples, toolkits, and attention to organizational and personal impacts of working with those with PTSD, aligning with SAMHSA recommendations. Findings identified focal areas for trauma-informed care curriculum; however, future work should fully assess current practices and gaps to inform practical, case-based, and self-efficacy focused curriculum development.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-16"},"PeriodicalIF":0.8,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interprofessional health care students' confidence toward addressing the social determinants of health for older adults through telehealth. 跨专业医护学生对通过远程医疗解决老年人健康的社会决定因素的信心。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-11-12 DOI: 10.1080/02701960.2024.2426132

Janice A Odiaga, Lauren M Little, Theresa Gierlowski, Samantha Souza, Steven Taylor

{"title":"Interprofessional health care students' confidence toward addressing the social determinants of health for older adults through telehealth.","authors":"Janice A Odiaga, Lauren M Little, Theresa Gierlowski, Samantha Souza, Steven Taylor","doi":"10.1080/02701960.2024.2426132","DOIUrl":"https://doi.org/10.1080/02701960.2024.2426132","url":null,"abstract":"There has been a call to action to integrate the Social Determinants of Health (SDoH) into health care education including interprofessional education. This brief describes a large-scale online interprofessional educational curriculum where students focus on SDoH of older adults through patient-centered, collaborative telehealth experiences. The curriculum was delivered to students (n = 417) from 17 programs within the Colleges of Health Sciences, Medicine, and Nursing at a large Midwestern academic medical center. Students completed all curricular activities in interprofessional teams, composed of five-six students with at least four professions. Student teams completed a series of three telehealth sessions over a 12-week period with 73 older adults living in communities (i.e. Community Health Mentors [CHMs]). CHMs' average age was 71.2 years and all were living with at least one or more chronic conditions. Students completed the Self-Reported Competence Identifying and Addressing SDoH before telehealth training and upon completion of the telehealth sessions. Students demonstrated significant increases in perceived confidence within the four SDoH competency domains: 1) identifying, 2) addressing, and referral to both 3) internal and 4) external resources. Reflection, faculty, and client feedback enhanced the student learning experience and outcomes.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-7"},"PeriodicalIF":0.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"I feel more in control of my learning experience:" ungrading as an empowering approach to competency-based gerontological teaching and learning. "我感觉自己更能掌控自己的学习体验："取消评分作为基于能力的老年学教学和学习的一种赋权方法。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-31 DOI: 10.1080/02701960.2024.2421166

Jenny Inker, Michael J Forder

{"title":"\"I feel more in control of my learning experience:\" ungrading as an empowering approach to competency-based gerontological teaching and learning.","authors":"Jenny Inker, Michael J Forder","doi":"10.1080/02701960.2024.2421166","DOIUrl":"10.1080/02701960.2024.2421166","url":null,"abstract":"Ungrading is a constellation of pedagogical practices that seek to recenter the educational experience of learners as individuals by using detailed feedback rather than grades to assess the achievement of learning competencies. Ungrading practices have been employed in multiple disciplines in response to various concerns about traditional grading, including the tendency of grades to signal the end of learning, the ineffectiveness of grades in assessing competencies, and equity concerns. While the use of ungrading in gerontological teaching and learning appears to be largely unknown, it may offer a potentially powerful and innovative way to support students in attaining and demonstrating AGHE's gerontological competencies. This should be a key concern of all gerontology educators as the main goal is to develop a qualified workforce who can be employed across the aging services sector. A form of ungrading known as grade anarchy was piloted in three master's level gerontology courses and student and instructor feedback was gathered to assess reactions to the pilots. Students were mostly supportive, reporting that they felt less stressed and more motivated to learn, while some preferred traditional grading as they perceived its structure was clearer. The instructor experienced a steep learning curve followed by the observation that ungrading was freeing for the instructor as well, allowing a more individualized approach to student learning that resulted in greater clarity with regard to learners' mastery of the selected AGHE competencies and the course learning objectives.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-13"},"PeriodicalIF":0.8,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing the diversity and productivity of scientists in aging research: contributions of the Resource Centers for Minority Aging Research, 2018-2023. 提高老龄化研究领域科学家的多样性和生产力：少数民族老龄化研究资源中心的贡献，2018-2023 年。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-25 DOI: 10.1080/02701960.2024.2421162

Lourdes R Guerrero, Denisse M Huerta, Nadereh Pourat

引用次数: 0

Enhancing trauma-informed care preparation through life story work. 通过生命故事工作加强创伤知情护理准备工作。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-22 DOI: 10.1080/02701960.2024.2412559

Susan N Nathan, Olivia K Ahrendsen, Jennifer Moye

{"title":"Enhancing trauma-informed care preparation through life story work.","authors":"Susan N Nathan, Olivia K Ahrendsen, Jennifer Moye","doi":"10.1080/02701960.2024.2412559","DOIUrl":"https://doi.org/10.1080/02701960.2024.2412559","url":null,"abstract":"Trauma experience is common and may impact health and health care experiences for older adults. As such, training in trauma-informed care (TIC) is essential for health professions trainees. In this paper, we describe the use of life-story work, in the form of the My Life, My Story (MLMS) program as one platform to enhance TIC competencies. Trainees (N = 74) who were physician (57.0%) and other health professions trainees who did MLMS interviews completed a post-experience survey about trauma disclosures and confidence in responding to these. During these interviews, 36.5% of the patients described a traumatic event and 56.8% described a stressful event, framed by the patient as \"ultimately positive\" - leading to resilience (42.6%) or \"ultimately negative\" - leading to negative life outcomes (29.5%), with other responses as not sure or ambivalent. Confidence in responding to trauma disclosures increased following participation in MLMS (t(df = 60) = 5.52, p < .001). Qualitative comments indicated that MLMS helped them recognize the various expressions of trauma and provided insights into possible responses to trauma disclosure, among other TIC competencies. About half (50.8%) of trainees expressed interest in additional resources or training in responding to trauma disclosures. In conclusion, life-story work and MLMS may be one tool to enhance TIC.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-11"},"PeriodicalIF":0.8,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Equitable outreach: leveraging a university-community partnership for fall prevention training with older adults in rural Texas. 公平推广：利用大学与社区的合作关系，对得克萨斯州农村地区的老年人进行预防跌倒培训。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-14 DOI: 10.1080/02701960.2024.2416390

Andrew B Crocker, Jennifer J Severance, Sara C Murphy, Austin B Byrd

引用次数: 0

A mixed-methods evaluation of a dementia education program for hospital staff and volunteers in Melbourne, Australia. 对澳大利亚墨尔本针对医院员工和志愿者的痴呆症教育项目进行混合方法评估。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-10 DOI: 10.1080/02701960.2024.2399063

Daryll Archibald, Hopkins Debra, Kemm Rhianna, Smith Luke, O Toole Garrie, Sebalj Menka, Young Kirby, Petrovich Tanya, Vally Hassan

{"title":"A mixed-methods evaluation of a dementia education program for hospital staff and volunteers in Melbourne, Australia.","authors":"Daryll Archibald, Hopkins Debra, Kemm Rhianna, Smith Luke, O Toole Garrie, Sebalj Menka, Young Kirby, Petrovich Tanya, Vally Hassan","doi":"10.1080/02701960.2024.2399063","DOIUrl":"https://doi.org/10.1080/02701960.2024.2399063","url":null,"abstract":"People with dementia have a high likelihood of being hospitalized at some point during the disease process. Recent research has found that more can be done to improve dementia care in hospitals. One of the strategies suggested to help achieve this objective is to provide dementia education programs to hospital staff. Such programs have the potential to improve the knowledge, attitudes, and skills of staff in caring for people with dementia to optimize their in-hospital experiences and clinical outcomes. This paper reports a mixed-methods evaluation of a dementia education program delivered to staff at a hospital in Melbourne, Australia. The quantitative evaluation found significant improvements in participant's knowledge of dementia but did not show significant improvements in \"social comfort,\" a measure of how comfortable respondents are around people with dementia. Qualitative interview data supported the quantitative finding regarding improvements in knowledge about dementia and demonstrated participants were largely satisfied with the content of the education program. However, qualitative data also indicated a problem with engagement with some non-clinical staff. There is a need to improve the quality of care for patients with dementia in hospitals, and this study shows that a dementia education program can be effective in improving staff knowledge about people with dementia.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-18"},"PeriodicalIF":0.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142401594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluation of an innovative dementia care competency model among physical and occupational therapy students. 对物理治疗和职业治疗专业学生的痴呆症护理能力创新模式进行评估。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-03 DOI: 10.1080/02701960.2024.2412555

Amie Marie Jasper, Jayne Josephsen

{"title":"Evaluation of an innovative dementia care competency model among physical and occupational therapy students.","authors":"Amie Marie Jasper, Jayne Josephsen","doi":"10.1080/02701960.2024.2412555","DOIUrl":"https://doi.org/10.1080/02701960.2024.2412555","url":null,"abstract":"The rising prevalence of dementia calls for a competent workforce capable of delivering quality dementia care. A standard for assessing dementia-care-specific competencies is necessary to guide curriculum development and implementation in a competency-based educational framework during academic training. This study evaluated the psychometric properties of the Dementia Care Competency Model (DCCM) among students enrolled in physical (PT) and occupational therapist (OT) programs. Eighty PT and OT students completed the DCCM by rating the 11 sub-competencies using the National Institute of Health Proficiency Likert Scale. The Exploratory Factor Analysis yielded a Kaiser-Meyer-Olkin of 0.878 and Bartlett's test significance value of < 0.001, which indicates that the data were very good for factor analysis. The Eigenvalues and scree plot derived two factors with an excellent internal consistency (Cronbach's alpha = 0.936). When examining the grouping of sub-competencies, the two factors that emerged were patient-centered and interprofessional collaborative care. The DCCM version 2.0 can guide educators in designing learning experiences that target the essential competencies in dementia care, ensuring that PT and OT graduates are well-prepared to work with individuals living with dementia. Future research should refine the model by exploring additional sub-competencies within each domain and expanding the model's applicability across multiple healthcare disciplines.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-9"},"PeriodicalIF":0.8,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring learning needs for community education among older adults from the perspective of active aging: a qualitative study in rural China. 积极老龄化视角下的老年人社区教育学习需求:一项中国农村地区的定性研究

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-01 Epub Date: 2023-09-05 DOI: 10.1080/02701960.2023.2253179

Yue Gao, Xiaoxiao Mei, Yan Zhang, Rashida Bibi, Yutong Tian, Mengke Gao, Xiaohua Li, Yixin Lu

{"title":"Exploring learning needs for community education among older adults from the perspective of active aging: a qualitative study in rural China.","authors":"Yue Gao, Xiaoxiao Mei, Yan Zhang, Rashida Bibi, Yutong Tian, Mengke Gao, Xiaohua Li, Yixin Lu","doi":"10.1080/02701960.2023.2253179","DOIUrl":"10.1080/02701960.2023.2253179","url":null,"abstract":"Older adults are often excluded from the category of active learning populations in many cultures. However, Active Aging (AA) Framework highlights that regular participation of older adults in community education activities can enhance opportunities for social participation, thereby promoting successful aging within this demographic. This descriptive qualitative study aimed to explore the learning needs for community education among older adults in rural China from the perspective of active aging. Purposive sampling method and maximum difference sampling were used to recruit 18 participants aged 60 and over. Four core themes emerged from the analysis: the need for health knowledge, the need for participating in social activities, the need for social security knowledge, and the need for educational methods. The findings of this study confirm that older adults in a Chinese village setting have diverse learning needs for community education. Awareness of these needs can assist policy makers and healthcare workers in providing tailored curricula and intervention measures to meet their learning needs.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"632-646"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10152525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond knowledge and confidence: A mixed methods evaluation of a Project ECHO course on dementia for primary care. 超越知识和信心：对ECHO项目初级保健痴呆症课程的混合方法评估。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-01 Epub Date: 2023-11-06 DOI: 10.1080/02701960.2023.2278097

Leland Waters, Dana Sohmer, Roberta E Goldman, Daniel Bluestein, Kelsey Burnham, Phillip G Clark, Patricia W Slattum, Faith Helm, Jane Marks

{"title":"Beyond knowledge and confidence: A mixed methods evaluation of a Project ECHO course on dementia for primary care.","authors":"Leland Waters, Dana Sohmer, Roberta E Goldman, Daniel Bluestein, Kelsey Burnham, Phillip G Clark, Patricia W Slattum, Faith Helm, Jane Marks","doi":"10.1080/02701960.2023.2278097","DOIUrl":"10.1080/02701960.2023.2278097","url":null,"abstract":"Primary care clinicians have an important role in the management of dementia and have expressed interest in continuing education. The authors describe a model they used for providing dementia education in primary care, Project ECHO (Extension for Community Healthcare Outcomes), and an overview of its major features. A partnership including academic institutions and a national healthcare association is then outlined, including the unique features of the ECHO model developed through this partnership. A mixed-methods methodology was used for programmatic evaluation. This use of mixed methods adds vital new knowledge and learner perspectives that are key to planning subsequent ECHO courses related to dementia and primary care. The discussion includes an exploration of the significance of these findings for understanding the motivations of primary care providers for participation in the educational program, as well as the limitations of the current study. A final section explores the next steps in the continued development of the model and its implications for geriatrics education in dementia care, especially the supportive role that ECHO courses can play in meeting the challenges of dementia care.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"552-565"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71487252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0