Showing 791 - 800 of 1999 for Education & Learning
The rural interdisciplinary team training program: a workforce development workshop to increase geriatrics knowledge and skills for rural providers
This article published in Gerontology & Geriatrics Education describes the Rural Interdisciplinary Team Training (RITT) Program, a team-based educational component of the Veterans Health Administration (VHA) Office of Rural Health Geriatric Scholars Program. This report is an evaluation of the effect of the RITT Program on geriatrics knowledge and team development as well as successes in developing and implementing the quality improvement projects in 80 VHA rural outpatient clinics in 38 states.
Developing an Age-Friendly University (AFU) audit: A pilot study
This article published in Gerontology & Geriatrics Education describes how a research team developed and piloted an audit tool to examine the level of age-friendliness at an Age-Friendly University (AFU) -- the University of Massachusetts Boston. In the audit process, major themes emerged related to educational programming, accessibility, and inclusivity. The full article can be accessed with an OpenAthens account through your institution or with a Taylor & Francis Online account.
Health professions education: Advancing geriatrics and gerontology competencies through Age-Friendly University (AFU) Principles
This article published in Gerontology & Geriatrics Education explains opportunities for health professions education programs to make a mark in Age-Friendly Univeristy (AFU) initiative. Specifically, key approaches are introduced for health professions education programs based on the Age Friendly University Global Network initiative and the Academy for Gerontology/Geriatrics in Higher Education Institutions (HEIs) that offer health professions education and have various options to establish and enhance student gerontology/geriatrics competence and confidence.
Becoming an Age-Friendly University (AFU): Integrating a retirement community on campus
This article published in Gerontology & Geriatrics Education uses the partnership of an Age-Friendly University (AFU), Lasell College, and an affiliated university-based retirement community (UBRC), Lasell Village, to illustrate how AFU principles can be implemented to extend older adults' access to various educational opportunities. Specially-designed programs such as Talk of Ages and Faculty Fellows are described. Challenges inherent in leadership, awareness, classroom dynamics, and ageism are also explored alongside opportunities that an AFU approach brings in light of such challenges.
Becoming and being an Age-Friendly University (AFU): Strategic considerations and practical implications
This article published in Gerontology & Geriatrics Education proposes a conceptual framework for developing a strategy for change in an academic setting, and then illustrates how one university, the University of Rhode Island, has utilized it to move forward with becoming more "age friendly." Implications for continuing development consistent with Age-Friendly University (AFU) principles is discussed. The full article can be accessed with an OpenAthens account through your institution or with a Taylor & Francis Online account.
Coalition building to create an Age-Friendly University (AFU)
This article published in Gerontolgy & Geriatrics Education shares the story of one public university that became the first in its state to join the Age-Friendly University (AFU) global network. The article highlights several partnerships and programs that reflect the AFU principles and discuss how becoming an AFU helped to further strengthen university ties and is now providing a valuable framework for continued collaboration and coalition building. The article shares lessons from the efforts, including the challenges and benefits of being the first AFU in the state.
Does restructuring theory and clinical courses better prepare nursing students to manage residents with challenging behaviors in long-term care settings?
This article published in Gerontology & Geriatrics Education describes a study which explored whether enhancing and restructuring theoretical and clinical courses resulted in student nurses feeling better prepared to manage residents’ challenging behaviors and improve their levels of distress. The findings of this study indicated that students who felt less prepared experienced greater distress by residents’ behaviors than those who felt better prepared.
An innovative educational clinical experience promoting geriatric exercise
This article published in Gerontology & Geriatrics Education describes how formal educational training in physical activity promotion is relatively sparse throughout the medical education system. The authors describe an innovative clinical experience in physical activity directed at medical clinicians on a geriatrics rotation. The experience consists of a single 2 1/2 hour session, in which learners are partnered with geriatric patients engaged in a formal supervised exercise program. The learners are guided through an evidence-based exercise regimen tailored to functional status.
Students report more positive attitudes toward older adults following an interprofessional service-learning course
This article published in Gerontology & Geriatrics Education discusses a study which was aimed to assess undergraduate students’ perceptions of older adults over the semester in an interprofessional service-learning course that implemented a health promotion program called Bingocize® at community facilities for older adults. Students were surveyed at the beginning of the semester, at midterm, and at the conclusion of the course. Quantitative and qualitative data were collected to assess the students’ perceptions and experiences.
Introducing students to healthy aging within their own communities: An online applied research experience
This article published in Gerontology & Geriatrics Education discusses how engaging gerontology students in research that hits “close-to-home” can have lasting benefits for them and their communities both professionally and personally. Since 2016, cohorts of undergraduate/certificate students in an online applied research in aging course have explored healthy aging in their Massachusetts’ (MA) communities.