"I learned that ageism is a thing now": education and engagement to improve student attitudes toward aging.

Ageism is often neglected in higher education curriculum, leaving many students unaware of its harmful effects and how to address it. The purpose of this mixed methods study was to examine the benefits of education on ageism and intergenerational contact in a 1-credit seminar course on ageism. Participants included 21 students (experimental group) in an ageism course and 35 students (control group) in reading-based seminar courses unrelated to ageism. The baseline and posttests included the Expectations Regarding Aging Survey (ERA-38) and the Attitudes to Ageing Questionnaire (AAQ-24). Following the course, students from the experimental group participated in focus groups to further contextualize the quantitative data by capturing student perspectives and attitudes. Paired samples t-tests revealed significant increases in the experimental group on most measures, however, no change in the control group on any measure. Analysis of focus group data revealed students recognized ageist behavior, had positive outlook on aging, and a greater awareness of "normal" aging. A group project designed to combat ageism was a positive experience and enabled students to apply what they learned about aging and ageism. These promising results indicate potential benefits of 1-credit courses for education about aging, ageism and promoting engagement with older adults.

Family caregiver quality of life and the care provided to older people living with dementia: qualitative analyses of caregiver interviews.

BACKGROUND: While studies have examined the quality of life (QoL) of family caregivers for people living with dementia, it is not yet clear how these caregivers' quality of life affects their ability to meet the care demands of their loved ones. The purpose of the study was to explore caregivers' perceived quality of life in relation with the care provided to persons with dementia. METHODS: Twenty-three caregivers participated in this study. These caregivers participated in focus groups or one-on-one interviews after completing questionnaires regarding their own quality of life as well as the care provided to their loved ones with dementia. The interview and focus group transcripts were analyzed using qualitative description methodology. RESULTS: Regarding the relationship between caregiver QoL and the care provided to older people with dementia, the following themes were derived: (1) needs of the person with dementia; (2) caregivers' ability to cope with progressing needs of the care recipient; (3) availability and accessibility of support for the caregiver; (4) unmet needs of the caregiver; and (5) ability of the caregiver to meet their own progressing needs as the condition of the care recipient deteriorates. CONCLUSIONS: Findings from this study suggest that caregiver quality of life is important for the care they provide to their loved ones living with dementia. The study highlights the need for the provision of much needed support for caregivers and older people living with dementia. These issues are particularly important during and post-pandemic.

Faculty perceptions of engaging older adults in higher education: The need for intergenerational pedagogy.

Institutions of higher education need to become more age friendly. Creating an on-campus lifelong learning program can offer older adults opportunities to audit classes and engage in multigenerational classrooms, but can also promote intergenerational learning when instructors consciously use pedagogy that fosters engagement between learners from various generations. Promoting intergenerational learning to facilitate reciprocal sharing of expertise between generations is also the fourth principle of the Age Friendly University framework. This qualitative interview study examines the perspectives of 27 faculty members who have opened their face to face classrooms to older adult auditors to 1) Explore perceived benefits and challenges associated with having older adults in the college classroom and to 2) Determine what levels of intergenerational learning may be taking place. Compared to lecture-based courses, faculty whose pedagogy promotes discussion, sharing, and small group work reported detailed examples of older adult learners and traditionally-aged college students engaging in course-related discussion. The unique, historical and diverse perspectives of older adults improved the quality of education for students, and fostered in-depth learning. Challenges related to older adult auditors included poor/limited attendance, sharing of strong opinions/dominating class discussion, sensory/mobility and technology accessibility. Recommendations include training to promote intergenerational engagement in college classrooms.

Creating intergenerational learning opportunities in multigenerational college classrooms: Faculty perceptions and experiences.

This study explored the role of faculty in fostering intergenerational learning. Specifically, it 1) describes how faculty perceive the engagement between older auditors and traditional students within a multigenerational classroom, 2) looks at the role faculty play in fostering engagement between the generations, 3) determines whether or not intergenerational learning is taking place, and 4) identifies areas of need in order to facilitate intergenerational learning. Using an online survey we collected data from 14 of the 15 faculty who participated in an older adult auditing program at a state college. Data analysis revealed that faculty members expected benefits from including older adults in their classroom, and then reported positive experiences, yet they themselves did not change their teaching style to facilitate intergenerational learning. Faculty appear to have assumed that by having a multigenerational class, intergenerational learning would naturally take place. The implication for institutes of higher education is that they need to help prepare faculty to understand the unique role that they play in fostering intergenerational learning in a multigenerational class.

Relationship between family caregiver quality of life and the care provided to people living with dementia: protocol for a mixed methods study.

OBJECTIVE: Family caregivers of people with dementia perform duties that are important for maintaining their loved one's overall well-being. However, it is not yet clear how these caregivers' quality-of-life affects their ability to meet the care demands of their loved ones. The purpose of this study is to utilize a mixed methods approach in investigating how family caregiver quality-of-life affects the care provided to people with dementia. Family caregivers will be recruited from the Rochester, New York area to participate in focus groups or one-on-one interviews. In addition to the qualitative data obtained, caregivers will complete questionnaires regarding their own quality-of-life (e.g., health status, socioeconomic) as well as the care provided to their loved ones with dementia (e.g., how the care provided meets the needs of the care recipient, time spent). A convergent mixed methods approach will be used to analyze the qualitative and quantitative data obtained. RESULTS: Data from the interviews will be transcribed verbatim and then analyzed qualitatively. Quantitative data from the questionnaires will be analyzed using IBM SPSS Statistics software. A convergent mixed methods approach will be applied to the datasets to help shed light on the relationship between family caregiver quality-of-life and the care provided to people living with dementia. Understanding of this relationship will make it possible to develop initiatives that better address caregiver needs.

Preliminary Outcomes From a Community-Based Elder Abuse Risk and Evaluation Tool.

This research addresses the need to develop an assessment tool for case workers working in the aging services field outside of APS. As such, the research discusses the development, implementation, and preliminary outcomes of the Elder Abuse Risk Assessment and Evaluation© tool (EARAE). This instrument was developed and pilot tested by the Elder Abuse Prevention Program (EAPP), a program within Lifespan of Greater Rochester Inc. in Rochester, New York. A total of 189 suspected elder mistreatment cases were investigated using the EARAE instrument to track elements at the start and close of each case. Results indicate the tool represents an effective way to capture abuse indicators, track contributing risk factors, measure multiple case outcomes, and track types of interventions utilized. Opportunities and limitations of the tool are also discussed.

Design, delivery, and outcomes from an interprofessional fall prevention course.

This article describes the development, delivery, and outcomes from an interprofessional evidence-based falls management course for undergraduate and graduate students. The 3-credit elective course was developed by a gerontological social work and nursing faculty member in partnership with community-based housing and case management organizations. Creation of the course was in response to a mandate by the Health Resources and Services Administration, funding source for federal Geriatric Education Centers, to train interprofessional students using an evidence-based approach while tying the outcomes to improved health measures in the target population. Therefore, this article describes student competencies pre- and postcourse completion and outcomes of community-dwelling older adults completing a Matter of Balance (MOB) program delivered by these students. A total of 16 students completed the course which included delivery of the MOB program to 41 older adults. Results indicate statistically significant improvements in student outcomes from a pre/post falls knowledge test. For older adult participants, many screened positively for fall risk factors pre-post MOB participation showed statistically significant improvements in falls efficacy, control, management, and overall mobility. Opportunities and challenges associated with course delivery are also described.

Growing health disparities for persons who are aging with intellectual and developmental disabilities: the social work linchpin.

Similar to the general population, adults with intellectual and developmental disabilities (IDD) are living into their 70s and beyond. Health care disparities have been well-documented for this vulnerable and underserved population. Social workers are often responsible for assessment, coordination of care, and negotiation of needed services for people with IDD. This article explores the challenges facing social workers in meeting the growing health and social needs of aging adults with IDD and their families. Trends in social work practice and gaps in education are discussed as they relate to addressing and reducing current health disparities.

Enhancing student gerocompetencies: evaluation of an intergenerational service learning course.

This article describes the development and evaluation of an intergenerational service-learning course designed to promote social work gerocompetencies. Service-learning opportunities were structured into the course, including an optional evidence-based falls prevention program, for older adults, entitled A Matter of Balance (MOB). Significant differences between pre- and posttest scores on the Geriatric Social Work Competency Scale (GSWCS) were noted for students in the service learning course (n=13). Once MOB was introduced as an independent variable, the MOB participants scored the highest mean posttest scores for 2 GSWCS domains: values, ethics, and theoretical perspectives; and intervention. The benefits of utilizing social work gerocompetencies to guide course objectives, content, and student outcomes are discussed.

Fostering social work gerontological competencies: qualitative analysis of an intergenerational service-learning course.

This article describes the development and qualitative student outcomes of an intergenerational service-learning course designed to promote social work gerontological competencies. Efforts focused on creating a learning environment to actively promote learning opportunities for students and older adults. The course was hosted at a local, private, not-for-profit senior housing location where older adults were invited to actively participate in the course activities. A total of 37 undergraduate and graduate students completed the course. Content and narrative analysis was conducted using text from a final structured reflective journal assignment. This analysis identified themes related to the "explicit" and "implicit" pedagogy of the course that details students' educational growth. The results of this study indicate that intergenerational service-learning coursework may help foster geriatric competencies among graduate and undergraduate students. The benefits of utilizing social work gerontological competencies to guide course objectives, content, and student outcomes are discussed.

Medical staff organization in nursing homes: scale development and validation.

PURPOSE: To construct a multidimensional self-report scale to measure nursing home (NH) medical staff organization (NHMSO) dimensions and then pilot the scale using a national survey of medical directors to provide data on its psychometric properties. DESIGN AND METHODS: Instrument development process consisting of the proceedings from the Nursing Home Physician Workforce Conference and focus groups followed by cognitive interviews, which culminated in a survey of a random sample of American Medical Directors Association (AMDA) affiliated medical directors. Analyses were conducted on surveys matched to Online Survey Certification and Reporting (OSCAR) data from freestanding nonpediatric nursing homes. A total of 202 surveys were available for analysis and comprised the final sample. RESULTS: Dimensions were identified that measured the extent of medical staff organization in nursing homes and included staff composition, appointment process, commitment (physiciancohesion; leadership turnover/capability), departmentalization (physician supervision, autonomy and interdisciplinary involvement), documentation, and informal dynamics. The items developed to measure each dimension were reliable (Cronbach's alpha ranged from 0.81 to 0.65).Intercorrelations among the scale dimensions provided preliminary evidence of the construct validity of the scale. IMPLICATIONS: This report, for the first time ever, defines and validates NH medical staff organization dimensions, a critical first step in determining the relationship between physician practice and the quality of care delivered in the NH.

Evaluation of adult protective services: perspectives of community professionals.

Due to challenges associated with client characteristics, funding, and the expectation of poor outcomes, few studies have evaluated the services provided by Adult Protective Services (APS). The article reports community-based professionals' satisfaction with APS when investigating cases of suspected elder abuse. Results from a 12-item quantitative survey indicate respondents were most satisfied with the intake process, followed by assessment, and case management. Satisfaction was higher than expected, though areas for improvement are identified. This survey and its results should serve as a starting point for more extensive evaluation methodologies needed to enhance the delivery of services provided by APS.

Using collaboration to maximize outcomes for a John A. Hartford Foundation geriatric enrichment project.

Two institutions representing two BSW and one MSW program and a geriatric education center collaborated in a John A. Hartford geriatric enrichment project. Sharing the risks and benefits of a collaborative model, 75 percent of faculty participated in mini faculty fellowships, and bi-monthly dinner meetings with colleagues from each of the three programs, and actively engaged in the curricula revisions. Faculty report pervasive geriatric enrichment in each program's foundation content areas, and increases in students placed in geriatric enriched field practicum settings, from pre-project levels of 8.1 percent to a high of 24 percent. The features of the collaborative project include: respecting each program's autonomy while actively sharing ideas, resources and partnering with community's aging experts; and strengthening mutually reciprocal relationships among faculty and the gerontologic practice community. This model of shared risks and benefits also provides opportunities for innovation, diverse thinking, and shared decision making.

Prescribing exercise for older adults: A needs assessment comparing primary care physicians, nurse practitioners, and physician assistants.

To inform the development of educational programming designed to teach providers appropriate methods of exercise prescription for older adults, the authors conducted a survey of 177 physicians, physician assistants, and nurse practitioners (39% response rate). The survey was designed to better understand the prevalence of exercise prescriptions, attitudes, barriers, and educational needs of primary care practitioners toward older adults. Forty-seven percent of primary care providers report not prescribing exercise for older adults; 85% of the sample report having no formal training in exercise prescription. Practitioner attitudes were positive toward exercise, but were not predictive of their exercise prescribing behavior, which indicates that education efforts aimed at changing attitudes as a way of increasing exercise-prescribing behaviors would not be sufficient. In order to facilitate and reinforce practice changes to increase exercise-prescribing behaviors of primary care providers, results suggest the need for specific skill training on how to write an exercise prescription and motivate older adults to follow these prescriptions.