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Rosen Panel for Best Practices in Gerontological Infusion CSWE Annual Program Meeting

Engaging Learners in the Development of Essential Research Skills (ELDERS). Rosen Panel for Best Practices in Gerontological Infusion CSWE Annual Program Meeting November 7, 2009 Greta Slater, PhD Andrew Rider, BSW Ball State University. Presentation Objectives. Objectives:

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Rosen Panel for Best Practices in Gerontological Infusion CSWE Annual Program Meeting

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  1. Engaging Learners in the Development of Essential Research Skills (ELDERS) Rosen Panel for Best Practices in Gerontological Infusion CSWE Annual Program Meeting November 7, 2009 Greta Slater, PhD Andrew Rider, BSW Ball State University

  2. Presentation Objectives Objectives: • Describe context for aging infusion at BSU • Outline curricular infusion at Ball State • Summarize ELDERS project methods and data collection • Share ELDERS project first year outcomes and implications for Social Work education & research • Answer questions about our project

  3. ELDERS: Background • In 2011, Baby Boomers begin turning 65 • Experts estimate a serious shortage of healthcare workers specializing in aging • Katie Couric’s segment • National Institute on Aging estimates we will need around 60,000 more SW • Only around 5,000 SW choose aging • 75% of NASW members have elders on their caseload—up from 60% in1990 (NASW, 2005)

  4. Rationale for ELDERS Project • Despite the increasing proportion of elders on SW caseloads, interest in aging has not changed (Hooyman & Tompkins, 2005) • Students who have aging experiences more likely to 1) be interested in aging, 2) take a job in aging (Curl, Simons, & Larkin, 2005) • Infusion model is well-documented as the best way to deliver aging content • Research courses are least “infused” part of the curriculum (Curl, Simons, & Larkin, 2005)

  5. Background: Ball State University • Founded in 1918 as a teacher’s college by the Ball Brothers (Ball jars used for canning) • Residential 4-year college with around 20,000 students and 180 majors • Known for being highly accessible for people with disabilities & very tech-savvy (2005 award for “Most Unwired University in the US”) • Emphasis on “Immersive Learning” featuring: • Classes that involve community partners for an industry-based project that produces something tangible and gives students marketable skills for their career

  6. Background: BSU SW program • SW program continuously accredited since 1974 • BSW program has around 250 majors & 80 minors • 8 full-time faculty (one tenure-line job open right now—See Greta for more info! ) • No graduate program right now, but we’re hopeful • Infusion activities started w/GeroRich grant (01-04) • 5 years later, 80% of our foundation courses have gerontology content • 4 of 7 faculty have graduate training in gerontology • Gero elective is offered every year now, due to increased demand (17-20 students per year)

  7. Background: BSU SW Program • Foundation curriculum: 8 of 10 courses have some aging content or assignment • Highlights: • Policy & Programs I: policy analysis of an elder-specific program/policy (25%) • ELDERS project in Research I & II (15%) • Around 1/3 of students in research choose to do an aging-related project (30%) • 2 are presenting their projects at APM

  8. Engaging Learners in the Development of Essential Research Skills [ELDERS] project: ELDERS project purposes: • to teach research concepts by involving Research I (methods) & Research II (statistics) students in a community-based research project • to prepare students for work by providing them with positive experiences w/elders, and • to provide evaluation services (at no cost) for Area Agency on Aging in our region

  9. ELDERS Project: Activities • Best practice for teaching aging content (infusion model v. specialization model) • Purpose was to provide: • Direct research experience (Immersive learning: connect concepts w/activities) • Experience working with elders • Community service (ie., evaluation) • Partnered w/Lifestream Services • Area Agency on Aging • Serves 7 county region: Blackford, Delaware, Grant, Henry, Jay, Madison, & Randolph

  10. ELDERS Project: Activities • Piloted w/Creative Teaching Award (Sp ’08) • Supported by grant from John A. Hartford Foundation/CSWE BEL (2008-2010) • Involves ≈ 60 students per semester • Key component of Research Sequence • SOCWK 340 (Research I: Methods) • SOCWK 440 (Research II: Stats) • Transportation Services (Sp ‘08) • Nutrition Services (Fa ’08, Sp’09, Sp ’10*) • Housing Services (Fa ‘09) *planned

  11. ELDERS Project: Evaluation • Indirect measures (pre & post): • Aging Competency Scale • Research Attitudes Survey • 5-item measure from CSWE/BEL • Direct measures (w/rubrics): Research I: • Article critique • Survey critique • Data collection log • Final Paper • Research Poster • Research II: • Survey critique • Data collection log • SPSS Database & output files • Final Paper • Research Poster

  12. Competencies Identified • Values & biases regarding aging • Dignity & self-determination of elders • Apply ethical principles to decisions w/elders • Recognize diversity among elders • Use aging theories & concepts • Relate SW perspectives w/elders (ie., PIE, social justice) • Use empathy w/elders • Adapt interviewing skills for elder’s needs • Use standardized tools w/elders • Establish rapport w/elders • Advocate for the needs of elders • Provide outreach for elders • Identify aging-related service gaps

  13. Competencies Identified • Evaluate the effectiveness of elder services • Apply evaluation findings to improve practice • Advocate & organize w/community service providers • Apply ethical research principles for protection of 65+ • Identify relevant aging-related research articles • Develop & revise aging-specific survey instrument • Collect survey-related data & assist elders in complet. • Input and manage elder-specific data • Conduct basic analysis using elder-specific data • Interpret findings and provide recommendations regarding elder-specific data

  14. ELDERS Outcomes Analysis Procedures: • Entered into SPSS 16.0 (Thanks, Andrew! ) • Descriptive statistics • Assumptions testing • Factor analysis of Aging Competency Scale • Reliability analysis of ACS & subscales • Univariate analysis (ANOVA) • Group comparisons (logistic regression & repeated measures MANOVA)

  15. ELDERS Pretest: Descriptives ELDERS Pretest (N=120): • 23.3% plan to pursue internship w/elders • 39.5% plan to take aging-related coursework • 21.7% plan to pursue a career in gerontology • 12.5% plan to pursue graduate work in aging • 63% feel competent to work with elders Research Pretest outcomes (N=118): • 19.5% see research as important • 5.1% interested in research • 7.6% feel confident doing research

  16. ELDERS Posttest: Descriptives ELDERS Posttest (N=120): • 23.3% plan internship w/elders (+5.1%, +6 students) • 36.7% aging-related coursework (-2.8%, -3) • 24.8% pursue a career in gerontology (+3.1%, 4) (3.1% nationally) • 14.6% graduate coursework in aging (+2.1%, +3) • 77.7% competent working w/elders (+14.4%, +17) Research outcomes (N=118): • 25% very interested in research (+19.9%, +24) • 54% see research as very important (+34.5%, +41) • 58% feel confident doing research (+50.4, +59)

  17. ELDERS Outcomes • Aging Competency Scale Abbreviated • 22 competencies • reliable (α= .949, N=128) • Factor analysis revealed 5 subscales (73.57%) • KMO= .932, Bartlett’s test= (χ2= 2141.8, p=.000) • Significant improvement on competencies identified (all 22 higher at post-test) • WilksΛ=.611 (main effect of intervention) • Compared students interested in aging career & not • Found NO DIFFERENCES on any of the 22 variables!

  18. Field Data • Also collected data regarding field outcomes of students (baseline & ELDERS) • We have between 45-60 placements/yr. • Average 18.9% who chose aging-related field placements (‘05-’07 baseline) • Spring ‘08= 45.5% (+30.8%) (15x national avg! ) • Summer ‘08= 29.4% (+10.5%) • Spring ‘08= 28.6% (+9.7%) • Summer ‘09= 40% (+21.1%) First semester after ELDERS we increased 30.8% 2008 avg. (+ 18%) & 2009 avg. (+ 14.3%)

  19. Andrew • Andrew will add some bullet points…

  20. Implications for SW Education • This model WORKS! • Students attitude about research and older adults changed significantly after ELDERS • Our students felt more comfortable doing research after doing the project • Another side outcome… we have 4 BSW students presenting research at CSWE ’09 • Increased competency in research leads to better practice and contribution to the field • Future research using this model can focus on interdisciplinary research and practice

  21. Immersive Learning “Learning is not a spectator sport—it is an active, not a passive, enterprise. Accordingly, a learning environment must invite, even demand, the active engagement of the student.” -Schroder & Hurst, 1996

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