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Carol C. Riddick 《Educational gerontology》2013,39(2-3):127-135
The impact of an inservice program on practitioners’ gerontological knowledge and attitudes was examined. A nonequivalent control group design was used to conduct the study. The experimental group was made up of geriatric recreational service providers attending the first of two annual one‐week inservice educational programs. An outdoor resource management undergraduate level class served as the control group. The experimental group relative to the control group underwent a significant increase in their gerontological knowledge. Neither group experienced a significant change in their attitudes regarding the social value of the elderly or personal anxiety toward aging. The amount of change experienced in gerontological knowledge by program participants was significantly influenced by the degree of contact the individual had had with elders but not by their educational background. Educational background and degree of contact were not significantly associated with change in gerontological‐related attitudes. Implications for persons involved in designing and developing educational programs are discussed. 相似文献
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Reviewed by Barbara B. Price Gerontologist 《Educational gerontology》2013,39(6):551-552
A unique development program was designed to assist faculty in integrating gerontological concepts in selected undergraduate courses. The disciplines of social services, human performance, psychology, nutrition, audiology, and nursing were targeted for the program. The faculty development program took place in four phases over a 17‐month period. In Phase 1, faculty members studied theoretical concepts in gerontology relevant to their academic discipline. During Phase 2, faculty members obtained practical experience in gerontological settings to complement the knowledge gained in the first phase. In Phase 3, the faculty developed instructional units for their courses based on their Phase 1 and 2 experiences. During Phase 4 the faculty pilot tested, implemented, and revised the curricular materials. In addition, Phase 4 included opportunities for each faculty member to develop a research agenda for the continued study of gerontology. As a result of knowledge gained in the project, 10 faculty members developed SO instructional units, which were integrated into existing undergraduate courses. Approximately 300 students demonstrated significant gains in knowledge in gerontological concepts during the first semester of implementation. It is estimated that continued use of the modules will result in more than 800 students per year being exposed to gerontological concepts. 相似文献
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Dena Shenk Graham D. Rowles James R. Peacock Jim Mitchell Bradley J. Fisher Krista S. Moore Lyndall Hare 《Educational gerontology》2013,39(7):537-556
In this article, we consider different approaches to teaching research methods in gerontology across a continuum of educational program levels. Our goal is to offer a conceptual framework and stimulate productive discussion of key issues and challenges in teaching research in gerontology. It is our belief that education in gerontology should include some level of training in research methodologies across all levels of gerontology instruction. Therefore, we have sought to identify those components of research training most appropriate for each level of gerontological education. Thus, basic understanding of research methods is appropriate at the associate's degree level and introductory exposure to basic issues involved in conducting research with elders provides a necessary backdrop to undergraduate programs. More in-depth understanding of gerontological research methods, particularly those involved in applied research, is a component of quality master's level programs. Finally, in-depth knowledge and the ability to apply distinctively gerontological research methods are necessary for conducting advanced original research at the doctoral level. 相似文献
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To assure that gerontology students meet their educational objectives and are prepared to assume professional roles, gerontological program assessment is imperative. This paper situates gerontological academic program assessment within the framework of the American Association of Higher Education's principles of assessment. It presents clear guidelines for the assessment of gerontological programs and courses. These guidelines incorporate indirect and direct assessment methods to examine both processes and outcomes of gerontological education. Also presented are guidelines for the communication of results, recommendations, and plans for follow-up to stakeholders. 相似文献
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Janet L. Timms 《Educational gerontology》2013,39(6):627-636
More people are surviving to old age, which places increasing demands on the health care system and accentuates the importance of developing alternate methods of meeting the unique health care needs of older adults. A university/ community partnership, such as the one described in this article is one example of an innovative, alternate community nursing service. The program provides home health services; gerontological teaching, research, and practice opportunities for faculty; and expanded gerontological clinical experiences for nursing students. Critical elements of program development are discussed and recommendations for similar programs are given. 相似文献
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This study describes the results of a questionnaire follow-up study of the employment and educational experiences of the graduates of a nontraditional elective studies degree program. Graduates of the experimental Bachelor of Elected Studies (BES) program at the University of Minnesota were compared with regular liberal arts graduates in terms of their postgraduation educational and employment experiences as well as their attitudes toward their undergraduate education. Results showed that although there were some differences between BES and regular liberal arts graduates in their attendance at graduate school, job history, and attitudes, goals, and expectations toward their undergraduate education, there were many similarities between the two groups. In most cases, BES graduates compare rather favorably with regular liberal arts graduates on most of the indicators examined in this study. 相似文献
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西点教育计划与我军院校学历教育的比较研究 总被引：1，自引：0，他引：1
军队院校学历教育改革是我国军队院校教育转型的重要内容。以西点军校和我军院校典型的本科教育计划结构为研究的切入点,从历史发展的维度,对两军本科教育计划结构的演化进行了归纳。在归纳过程中,将国家阶段性的需求和发展战略、教育哲学价值观、本科教育在高等教育结构中的地位变化等视为本科教育计划结构变迁的主导因素。将这些主导因素和本科教育计划结构的差异放在精英本科教育的大框架内来讨论,对深化本科教育改革作出一些思考。 相似文献
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闵光泰 《金陵科技学院学报(社会科学版)》2005,19(2):1-4
应用型本科的办学,是一个重大的理论和实践课题,需要进行积极的研究和探索。专升本,既是办学层次的历史性跨越,更是办学类型的重大转变。只有认清应用型本科的内涵、特征,才能理清思路,既保本科本色,又创应用特色,实现专科向本科的过渡和转型。必须认清学校起点和改革形势,有针对性地开展应用型本科建设,在教育观念、培养思路、教学管理、行为习惯等方面全方位地进行改革,以真正办出应用型本科的特色,保持其贴近经济、切合市场需求的活力,满足现场一线对高层次专业技术人才的需求。 相似文献
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The multiple and complex needs of the elderly require interdisciplinary collaboration among many different professionals to provide comprehensive care. As a result, educators must develop interdisciplinary programs and learning experiences that address educational needs and facilitate a better understanding of the various roles and expertise of providers from many fields. Using the framework of a program evaluation model, the Charting the Outcomes of Educational and Clinical Approaches model, this article addresses the outcomes and effects of an interdisciplinary approach to continuing gerontological education used by one summer institute on gerontology. Over its 12‐year history, this institute has attracted more than 2,600 participants from many professions and occupations. The interdisciplinary approach of the Summer Institute has been evident in its planning committees, the delivery of diversified programs by a variety of providers, the facilitation of informal networking among registrants, and the organization of group discussions that bring together professionals and learners from different disciplines to communicate and collaborate on mutual concerns regarding aging issues. One theme on case management, which addressed policy and practical issues related to service delivery for the elderly, was presented by representatives from academia, government, the nonprofit service sector, and consumers to an audience of providers from various fields including business, gerontology, health promotion, nursing, occupational therapy, psychology, recreation, social work, and sociology. Thesue cess of the interdisciplinary approach to gerontological education used by the institute has helped to establish McMaster University as a Canadian leader in this field of continuing education. 相似文献
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This study reports on the design and results of a two-semester study on the use of case study analysis and case writing in clinical experiences in an undergraduate teacher education program. Findings indicated that structured experiences with case studies and case writing increase preservice teachers' informed decision making on educational issues. 相似文献
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Veronique M. Boscart Lynn McCleary Paul Stolee Linda Sheiban Taucar Jessica Wilhelm Keia Johnson 《Educational gerontology》2020,46(8):461-472
ABSTRACT Nursing Assistants (NAs) are the largest workforce in nursing homes, but often lack adequate preparation for their role. The Living Classroom (LC) is an integrated learning approach, whereby a NA program is delivered in a nursing home (NH) in collaboration with a community college. This paper describes the implementation and evaluation of the LC. Mixed methods were used to gather data from 48 NA students, 5 faculty, and 42 NH staff over 30 weeks. Students, faculty, and nursing home staff described the LC as a positive learning experience. Students’ gerontological knowledge increased over time (p = .0012). Students reported very positive relationships with program mentors and NH residents. The LC provides a unique approach to prepare NAs to work in nursing homes. This model could expand to other educational programs with a gerontology focus. 相似文献
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Most health care and social service providers are routinely required to work with elderly clients and clients’ aging family members. Research suggests that students entering these professions have knowledge deficits and lack positive attitudes toward older people. Few prefer to work with aging clients. Professional curricula are not providing students with adequate training to serve the current needs of this population, much less to meet projected increases in demand for services. To examine this issue, 67 master's students in nursing and social work completed questionnaires assessing (1) knowledge about aging, (2) attitudes toward old people, and (3) perceived barriers to gerontological education. Results confirmed the existence of knowledge deficits among respondents. Attitudes tended to be neutral rather than strongly positive or negative. Knowledge scores were related to attitudes, to respondents’ ages, and to their having lived in households with older relatives. Nursing students identified the greatest barriers in gerontological education as insufficient curriculum time and lack of academic role models. Social work students perceived lower status of work with the elderly and limited experience with healthy older people as the greatest barriers. The two groups agreed that fragmentation of services contributes to inadequate gerontological preparation. Findings suggest a need for didactic and experiential learning opportunities, reinforced by appropriate academic role models, for students in service professions. 相似文献
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In Australia, anti-discrimination legislation and government policies have been introduced which aim to facilitate the inclusion of people with disabilities in employment and education. However in the area of nursing, attitudinal barriers persist that effectively hinder the full participation of people with disabilities in nurse education programs. These attitudinal barriers prevail despite such legislative and policy changes, and run counter to changing community views about disability. Normative assumptions about the ideal attributes of nurses appear to influence these attitudes, especially in the area of admission of students with disabilities to nurse education programs per se, and to their participation in the practicum component of nurse education programs. This paper reports on research conducted in Victoria, Australia, by nurse academics and equity practitioners at three Victorian universities, into the barriers facing such students. The research examined the views of undergraduate student nurses, their lecturers and their clinical educators, nurse clinicians, and university disability practitioners about the participation of people with disabilities in nurse education programs. The research also sought to document their responses to a framework, developed through the research that aims to facilitate the inclusion of students with disabilities in undergraduate nursing programs. It did this against a pluralistic and technological milieu that in the researchers' view requires a more diverse mix within the nursing profession. 相似文献
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Thanita Lerdpornkulrat Ravinder Koul Chanut Poondej 《Tertiary Education and Management》2013,19(4):395-408
AbstractThe purpose of this study was to examine student perceptions of the learning environment in their program major and general education classrooms. The participants were 870 undergraduate students majoring in engineering, fine arts, education, economics and nursing programs at a university in Thailand. We found significant differences in the perceptions of the classroom learning environment across various disciplines. Engineering and economics students perceived the learning environment in general education classrooms as more cooperative than the learning environment in program major classrooms. Fine arts and nursing students perceived greater involvement among students in the program major classrooms than in the general education classrooms. Our findings contribute to the body of research on inter-disciplinary differences in classroom learning environments in universities and the ways in which these differences may impact student learning outcomes. 相似文献
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While there are various approaches to gerontological and geriatrics (and social sciences) education globally, a component commonly included in undergraduate education is a final thesis project. In Turkey, the Department of Gerontology at Akdeniz University has undertaken a unique approach to thesis development that values and draws on accessing the greater expertise and knowledge of faculty and students through joint collaborations. We offer an overview of the eleven stages of a collective thesis development approach as an alternative to the conventional way of conducting oversight of undergraduate thesis projects. With four years of experience, observed benefits of a collective thesis development approach for students include the opportunity to draw on the comradery, insights, and experience of a plurality of educators and aspiring students while developing, executing, and documenting a thesis project. Benefits to advisors/educators include profiting from the strengths in other advisors and wider exposure to current research, findings, and methodological approaches. So while there may be multifold variations in curriculum content and educational approaches, it is of great importance that educators create “spaces” that give value to and foster the pursuit of collective wisdom through joint collaborations. (188 words) 相似文献
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以美国陆军军官学校、海军军官学校、空军军官学校三所大学的本科学术教育计划为案例,着重从通识教育的“共性”与通识教育的“学校特色”两个维度,对通识教育的教育目标、核心课程在整个学术教育计划中的比重、核心课程的知识分布特点三个方面进行了分析和归纳。旨在为我军院校本科学历教育发展提供借鉴与启示。 相似文献
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Kristina Areskoug-Josefsson Anna Chuchu Schindele Charlotte Deogan Malin Lindroth 《Sex education》2013,13(6):720-729
ABSTRACTKnowledge of sexual and reproductive health and rights (SRHR) by health care, police, legal and social work professionals has been shown to be insufficient. This lack of competence is likely to affect the quality of services. The aim of this study was to describe SRHR indicators in educational programmes in health care, police, legal and social work higher education in Sweden. A text-based analysis was conducted of written material from all educational programmes in law, midwifery, nursing, occupational therapy, physiotherapy, police work, psychology, social work and undergraduate medicine (93 educational programmes at 27 universities and university colleges). Representation of different SRHR indicators varied, but most were poorly covered in the educational programmes. Existing educational programmes lack comprehensiveness in their coverage of SRHR and are unequal both within and between the professions and universities. This situation creates the risk of inequalities in SRHR competence and suggests that needs within this field may be unmet. There is an urgent need therefore to enhance the presence of SRHR in health care, social work and law enforcement education in Sweden. 相似文献