Integration of Gero Class and Field Curriculum

November 2, 2013

Marcia Spira, PhD

Loyola University Chicago

Key features of the Gerontology Program

Cohort model

Integrative seminar

Clinical research

Cohort Model

Develop peer support

Intentional collaboration skills

Translate theory (from class content) to action

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

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

Integration

Each cohort

Individual and collective feedback to field supervisors and professors

Integrative seminar

Collaboration between agency staff, university faculty and students

Integration

Clinical research

Selection of topics of mutual interest

Sample selection

Data analysis and feedback

Adrian Kok, PhD

Dominican University

Strategies Used at Dominican University

Field supervisor roles/partnership and responsibilities

Team-based learning

ePortfolio

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

Acknowledge, Reward Them !

Supervisor appreciation day

Best field supervisor – voted by students

Traditional Lecture vs. Team-Based Learning (TBL)

IDEAL MODEL

Differences between Group Work and Team Work

Conventional Group Team-Based Learning

Group Formation Determined by students Determined by instructor

Group Selection Randomly determined by students/instructor

Pre-selected criteria to ensure diversity in groups

Teaching In class In class and out of class

Assigned Roles Designated Roles Designated roles are counterproductive

Duration of Group Based on the task; changeable Entire semester

Optimum Group size 4 or less 5-7

Assignment Design Not crucial Assignments must promote learning and team development

Student Accountability Maybe Held accountable for individual and group work

Accountability Maybe Timely and frequent feedback is critical for individual and group performance

Peer Assessment Maybe Critically important

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

ePortfolios

Learning management system

Monitoring of outcomes

Integration of social media

Students make portfolio visible to supervisors and potential employers

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

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

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

Jean Schuldberg, Ed.D, LCSW

California State University, Chico

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

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)

Integration of Gerontology in the Field

Field newsletter highlights gero in each issue

Trainings for field instructors include gero content

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

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

Debra Fromm Faria, LCSW

College at Brockport State University of New York

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)

GRC MSW Program Conceptual Framework

Integrative gero seminar 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

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)

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

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)

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

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 interprofessional educational trainings and collaborations with FLGEC partners from other universities (medicine, pharmacy, etc.)

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

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

Thank you!