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Integration of Gero Class and Field Curriculum November 2, 2013

Integration of Gero Class and Field Curriculum November 2, 2013. Marcia Spira , PhD Loyola University Chicago. Key features of the Gerontology P rogram. Cohort model Integrative seminar Clinical research. Cohort Model. Develop peer support Intentional collaboration skills

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Integration of Gero Class and Field Curriculum November 2, 2013

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  1. Integration of Gero Class and Field Curriculum November 2, 2013

  2. Marcia Spira, PhD Loyola University Chicago

  3. Key features of the Gerontology Program • Cohort model • Integrative seminar • Clinical research

  4. Cohort Model • Develop peer support • Intentional collaboration skills • Translate theory (from class content) to action

  5. Integrative Seminar • Unique features • Location in agency • Field supervisors participation • Teach collaboration as a method of integration • Distinguish social work values and skills in an interdisciplinary setting

  6. Clinical Research • Projects in partnership with field sites • Baseline data collected through self-assessment (of competencies) • Focus group with students following coursework • Focus group with field supervisors following internship

  7. Integration • Each cohort • Individual and collective feedback to field supervisors and professors • Integrative seminar • Collaboration between agency staff, university faculty and students

  8. Integration • Clinical research • Selection of topics of mutual interest • Sample selection • Data analysis and feedback

  9. Adrian Kok, PhD Dominican University

  10. Strategies Used at Dominican University • Field supervisor roles/partnership and responsibilities • Team-based learning • ePortfolio

  11. Field Supervisor Roles/Partnership and Responsibilities • Expansion of field supervisory role • Potential roles: • School advisory committee • Advisory panel: planning of gero talks • Recommendation of speakers for gero workshops organized by school • Assessment of Best Gero Student Award

  12. Acknowledge, Reward Them ! • Supervisor appreciation day • Best field supervisor – voted by students

  13. Traditional Lecture vs. Team-Based Learning (TBL)

  14. IDEAL MODEL

  15. Differences between Group Work and Team Work

  16. Observations & Lessons Learned • Challenging to adapt field seminar and integrative classes using TBL because: • Field classes more process than content-oriented • Focused on students’ experiences • Adapted TBL approach focuses on: • Discussion of competencies, followed by discussion of student’s field experiences as they relate to competencies, use of team consultancy model

  17. ePortfolios • Learning management system • Monitoring of outcomes • Integration of social media • Students make portfolio visible to supervisors and potential employers

  18. ePortfolios • Acquisition of competencies is demonstrated by students posting the specific assignments, field evaluations, self-efficacy ratings of competency in their ePortfolios • Function of ePortfolios – a repository of documents demonstrating acquisition of specific practice behaviors • Required to do a reflection of each competency at the end of the foundation and advanced year

  19. ePortfolios • Instructors for field seminars ensure that: • Students complete their reflections at the end of their first year in the program and before they graduate • ePortfolios are completed

  20. Challenges • Technology skills of field seminar instructors • More busy work for students and field instructors • Solutions • ePortfolio training for field seminar instructors • Reflections, portfolio part of grade for field performance

  21. Jean Schuldberg, Ed.D, LCSW California State University, Chico

  22. Key Program Features • Lifespan approach in assignments • Provide faculty current resources • Encourage student research projects • Student-directed “brown bags” • Field seminars • Mix of students from all focus areas • Case presentations • Focus on services in rural region-collaboration and case coordination

  23. Integration of Gerontology in the Field • California Senior Legislature (CSL) • Field site for policy development • AB 663 developed and written by MSW student • Three-day attendance during session • Lifespan approach in field sites • Integrated Behavioral Health Care (SAMHSA) grant in rural setting • Mental health stipend students (CA Prop 63)

  24. Integration of Gerontology in the Field • Field newsletter highlights geroin each issue • Trainings for field instructors include gerocontent

  25. Integration of Gerontology in the University and Community (12 County Region) • Key factors : • Effective communication strategies • Publicity • CSL and NASW legislative days • Interdisciplinary Center on Aging (ICOA) • Monthly Coffee Connection – presentations (free CEUs) • Bi-monthly film series for community and courses across disciplines • Collaboration with community groups in facilitating free workshops (free CEUs) • Website – community and university highlights • Radio shows with community organizations • Popular news publications

  26. Lessons Learned • Continually work to increase awareness of the “Silver Tsunami” • Publicize frequently through various mediums • Provide regular, free trainings with CEUs at convenient locations • Vary topics of interest to include all disciplines • Invite university, community, and professionals • Maintain individualized interactions to nurture relationships

  27. Debra Fromm Faria, LCSW College at Brockport State Universityof New York

  28. Greater Rochester Collaborative (GRC) MSW Program: Gero Integration Conceptual Framework • Field practicum with required integrative seminar • Students in field placements 20 hours per week using HPPAE model of gero field placement (560 hours during advanced year) • 40 hours of integrative gero seminars over two semesters • Fall semester: weekly field integrative seminars (1.5 hours each) • Spring semester: by-weekly seminars (2 hours each)

  29. GRC MSW Program Conceptual Framework • Integrative geroseminar design • Completion of multi-disciplinary online geriatric assessment modules and an integrative paper • Topic specific symposiums in partnership with University of Buffalo and community partners • Interprofessional teams and hospice • Voices from the field (opening symposia ) • Family caregiving experiences in dementia care

  30. GRC MSW Program Conceptual Framework • 4-5 video conferences (connecting UB and GRC HPPAE students and community partners) • Continuum of long term care (policy and intervention domains) • Depression and suicide in late life (assessment and intervention domains)

  31. Integration and Assessment • In field practicum: • Learning contract and field evaluation are congruent and competency-based • HPPAE model of field practicum • Integrative seminar: • Integrative field journal includes connection to literature, course work, reflection and relevance to competency development

  32. Integration and Assessment • Integrative seminar (continued): • Evidence-based practice paper to explore practice effectiveness questions • Social work/ nursing simulation of critical care and end-of-life (team work, assessment, communication and engagement domains) • Standardized Patient Simulation (engagement and assessment domains)

  33. Successful Outcomes • Graduate Certificate in Gerontological Social Work • Integrative field seminar and HPPAE model practicum have separate course #’s • SWK 612 – 4 credits • SWK 613 – 5 credits • These 9 credits are the heart of a 15 credit Certificate in Gerontological SW (value added to the MSW degree) • Students take 6 credits of electives

  34. Sustainability • Leveraging resources • Center for Excellence in Gerontological Social Work: funded as part of the Finger Lakes GEC • Pays for standardized patient simulation • Funds to develop new gero elective courses • Funds LCSW to staff Geriatric Education Assessment Clinic (rotation site) • Development of interprofessionaleducational trainings and collaborations with FLGEC partners from other universities (medicine, pharmacy, etc.)

  35. Sustainability • State Society on Aging of New York • Funds Student stipends to attend state wide conference and scholarship dissemination opportunities • Leveraging resources • Community and professional partnerships • Service learning grants • Engaging elders in classroom sessions

  36. Sustainability • Leveraging Resources (continued) • Supporting students international travel with aging focused curriculum through grants (community/university partners) • Student scholarship dissemination opportunities through publication in HPPAE Generativity

  37. Thank you!

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