The Educational Background and Educational Needs of Individuals Working with Older Adults: A Mixed Methods Study

Cassandra Valentini

Gerontology Major

Department of Sociology, Anthropology, and Gerontology

Youngstown State University

Dr. Daniel Van Dussen, Assistant Professor of Gerontology, Youngstown State University

Dr. Suzanne Leson, Department of Gerontology and Human Ecology, Youngstown State University

Abstract/ Purpose

This paper examines the educational background of individuals who work with older adults to determine if their background in gerontology can adequately prepare them to meet the needs of the growing older population.

Past research indicates there is a lack of gerontological training among professionals working with the aging population (Van Dussen & Leson, 2010).

Objectives

1. To determine the educational background of individuals working with older adults in order to clarify those with training specific to gerontology.

2. To determine the type of professional development that is called for by the aging related workforce.

3. To determine barriers to professional development and ways to overcome these obstacles.

Review of Literature

Demonstrated need for educated aging workforce: 36% increase in those 65 and older by 2030. 15% increase in the 85 and older population by

the year 2020. (Administration on Aging, 2009).

Past studies demonstrate need for trained professionals in gerontology (Institute of Medicine, 2001; Karcher & Whittlesey, 2007; Metcalf, Nicoll & Samia, 2004).

Review of Literature

John W. Rowe speaking before Special Committee on Aging of the U.S. Senate (Rowe, 2008).

Texas Adult Protective Workforce Study (Connell-Carrick &

Scannapieco, 2008). Educational Opportunities Pilot Study (Van Dussen & Leson

2010). Education Opportunities in Georgia Study (Shetterly,

Malone & Poon, 1997).

Theory, Conceptual Framework

Components of Successful Aging

Activity Theory

Continuity Theory

Hypotheses:

There is a lack of educational training among professionals working with older adults in Ohio.

Professionals in Ohio’s aging workforce need and want to be better educated about the needs of older adults.

Methods and Measures

Mixed Method study: Two stages: Quantitative & Qualitative Data

Quantitative data from a 43 question survey comprised of closed, and open-ended questions (Van Dussen & Leson 2010, Ramirez Corzon & Mayberry’s 2005 research).

Data collection September 2010 to March 2011. 6,000 Surveys sent to professionals in the aging

workforce throughout 55 counties in Ohio. Surveys Returned =370

Methods and Measures

Second stage of data collection: e-mails with a link to a survey monkey

59 Returned

Mailing to nursing homes/ assisted living facilities with no known email address

Mailing to all hospice facilities in 55 counties in Ohio

Frequency: Quantitative Data

The Formal Training/Education received related to Gerontology/Geriatrics

Learned On the Job 44%

Conference/Continuing Education 31%

No Formal Training 25%

Learned through Self Study 17%

INTERESTED IN OBTAINING TRAINING/EDUCATION IN GERONTOLOGY/GERIATRICS

FREQUENCY PERCENT

VERY INTERESTED 62 18.5%

SOMEWHAT INTERESTED 158 47.2%

NOT INTERESTED 115 34.3%

Missing Systems 35 9%

Frequency: Quantitative Data

IF COURSE/WORKSHOP THAT INTERESTED YOU REQUIRED USING EMAIL AND WEB IN ADDITION TO FACE-TO-FACE

PRESENTATIONS WOULD YOU BE ATTRACTED TO TAKING IT

Frequency Percent

Yes 144 40%

Maybe 162 45%

No 53 14.8%

Missing Systems 11 3%

INTERESTED IN A COURSE/EDUCATION PROGRAM THAT OFFERED SOME PRESENTATIONS VIA INTERACTIVE SATELLITE OR VIDEA

TELECONFERENCE

Frequency Percent

YES 143 40%

MAYBE 140 39.9%

NO 68 19.4%

MISSING SYSTEMS 19 5%

Frequency: Quantitative Data

Barriers to Receiving Education

Limited Time 53%

Scheduling Issues 46%

Cost too high 43%

Not interested in the topic 27%

FIRST CHOICE TRAINING SCHEDULEFREQUENCY PERCENT

HALF DAY WEEKDAY 49 15.9%

FULL DAY WEEKDAY 24 7.8%

2-3 HOURS WEEKDAY EVENING 53 17.2%

ALL DAY SATURDAY 44 14.3%

ALL DAY SATURDAY/HALF DAY SUNDAY 21 6.8%

DISTANCE LEARNING 114 37%

OTHER TIMES 3 1%

MISSING SYSTEMS 62 16%

Cross Tabulations

INTERESTED IN OBATAINING TRAINING/EDUCATION IN GERO/GERIATRICS

Crosstab

Profession

TotalAdministrationDirect Care to

Patient Other

INTERESTED IN

OBTAINING TRAINING/

EDUCATION IN

GERIATRICS

VERY INTERESTED Count 29 19 14 62

% within Profession

27.6% 21.8% 9.9% 18.6%

SOMEWHAT INTERESTED

Count 43 47 66 156

% within Profession

41.0% 54.0% 46.8% 46.8%

NOT INTERESTED Count 33 21 61 115

% within Profession

31.4% 24.1% 43.3% 34.5%

Total Count 105 87 141 333

% within Profession

100.0% 100.0% 100.0% 100.0%

Cross Tabulations

FIRST CHOICE TRAINING SCHEDULE

Crosstab

Count

FIRST CHOICE TRAINING SCHEDULE

TotalHALF DAY WEEKDAY

FULL DAY WEEKDAY

2-3 HOURS WEEKDAY EVENING

ALL DAY SATURDAY

ALL DAY SATURDAY/HALF DAY SUNDAY

DISTANCE LEARNING

OTHER TIMES

Profession Administration 14 5 23 8 2 40 0 92

Direct Care to Patient

15 11 8 11 5 31 2 83

Other 15 5 21 23 14 42 1 121

Total 44 21 52 42 21 113 3 296

Methods and Measures

Qualitative Data obtained through four interviews with members of the aging workforce.

Physician from a Skilled Nursing Facility in Ohio Administrators from National Church Residence in

Columbus, Ohio. Administrators from two rural Ohio Area Agencies

on Aging

Results/ Interviews Role of older adults,

“They are the reason we are here, the reason our programs exist and we are here to offer them services, offer them advocacy for services on their behalf…” Area Agency on Aging Director.

Importance of Gerontological Education “The passport waiver only allowing for licensed social

workers or registered nurses really misses the boat because we can’t hire a master’s in psychology or a master’s in gerontology.” Area Agency on Aging Director.

Characteristics and skills that will be required for new applicants.

Types of jobs that will be open to new applicants.

Results/ Interviews

Barriers to training: Time and availability of courses Funding Employee interest

Ways to overcome barriers: Job embedded professional development Satellite options, Online courses, webinars and pod-casting

Discussion Comparative Responses from Survey and

Interviews Geriatric training and education is needed High amount of interest in diseases of aging Interested in applicants with communication skills

and ability to work with older adults Barriers to training/education include time and

interest Overcome barriers through job embedded training

and distance learning.

Limitations Important personnel within organizations may have

been missed in the mailing of the assessment due to outdated mailing list.

Contact information of key personnel within organization may have been incorrect.

Outdated address information accounted for 10% of returned surveys.

Training needs would vary dependent upon the organization surveyed.

Educational requirement dependent upon specific position.

Late submission of some data does not meet timeline of research presentation.

Direction For Research Research Identify significant barriers to job embedded

training and distance learning. Measure the knowledge gained through

distance learning for professional development.

Determine funding sources to acquire necessary tools for training and education.

Acknowledgements

Dr. Heidi Ewen, Assistant Professor of Gerontology,Miami University

Selected References:

Administration on Aging. (2009). A Profile of Older Americans: 2009. U.S. Census Bureau. Retrieved January 16, 2011 from: http://www.aoa.gov/AoARoot/Aging_Statistics/Profile/20094.aspxAdministration on Aging. (2010). Justification of Estimates for Appropriations Committees. Department of Health and Human Services. Retrieved January 22, 20011 from: http://www.aoa.gov/aoaroot/Program_Results/docs/2010/FY2010AoACongressionalJustificationFinal.pdfAnderson, Trudy B. (1999). Aging Education in Higher Education: Preparing For the 21st Century. Educational Gerontology. 25, 571-579.Connell-Carrick, Kelli., Scannapieco, Maria. (2008). Adult Protective Services: State of the Workforce and Worker Development. Gerontology & Geriatrics Education. 29, 189-206.Goins, R.T., Gainor, S.J., Pollard, C., & Spencer, S. M. (2003). Geriatric Knowledge and Educational Needs Among Rural Health Care Professionals. Educational Gerontology, 29, 261-272.Institute of Medicine. (2001) Improving the Quality of Long-Term Care. Washington, DC: National Academy Press.Karcher, B., & Whittlesey, V. (2007). Bridging the Gap Between Academic Gerontology and the Educational Needs of the Aging Network. Educational Gerontology, 33, 209-220.Lemon, Bruce W., Vern L. Bengston and James A. Peterson. (1972). An Exploration of The Activity Theory of Aging: Activity Types and Life Satisfaction among In-Movers To a Retirement Community. Journal of Gerontology. 27: 511-523.

Selected References

Metcalf, Judith A., Nicoll, Leslie H., & Samia, Linda. (2004). Geriatric Provider Education: Needs Assessment & Recommendations. University of New England. Retrieved January 22, 2011 from: http://www.une.edu/mainegec/upload/gecwhitepaper.pdfOhio Department of Development. (2011). Ohio County Profiles. Ohio.gov. Retrieved January 30, 2011 from: http://www.development.ohio.gov/research/files/s0.htmPushkar, D., Chaikelson, J., Conway, M., Etezadi, J., Giannopolous, C., Li, K., & Wrosch, C. (2010). Testing Continuity and Activity Variables as Predictors of Positive and Negative Affect in Retirement. Journal of Gerontology: Psychological Sciences, 65B(1), 42–49. Ramirez Corazon, J., & Mayberry, P. (2005). Gerontology & Geriatrics Training for Rural Health & Social Services Professionals in Western and Central New York. Internal Report.Rowe, John W., Kahn, Robert L. (1998). Successful Aging. New York: Pantheon Books.Rowe, J. W. (2008). Statement of John W. Rowe MD. Before the Special Committee on Aging, U.S. Senate. Retrieved January 20, 2011 from http://www.iom.edu/Object.File/Master/53/590/IOM%20Rowe%20testimonypdf.pdfShetterly, Karen., Malone, D. Michael., & Poon, Leonard W. (1997). Assessing Training Needs of Geriatric Service Providers: Program Rationale and Focus Group Outcomes. Educational Gerontology, 425-446.Van Dussen, Daniel J. & Leson, Suzanne M. (2010). What Educational Opportunities Should Professionals in Aging Provide?: A Pilot Community Assessment. Educational Gerontology, 36, 529-544.