integration of gero class and field curriculum november 2, 2013
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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
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
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
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
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
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