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 Admission by application and interview Meetings with the cohort at the beginning of the internship (3-4 weeks into the internship) Requiring students to present “cases” from the field with a focus on collaboration of skills and roles Requiring students to make observations from the field that inform class content – Creating a content area for the classroom

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 Seminars are held in the field rather than in the classroom Field supervisors present at the seminar in the respective sites Focus on working as a collaborative team Fnd the voice of social workers on the eam

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 Examples of projects include GrandFamilies, Linden House Focus Groups with supervisors Focus groups with students Which competencies are most relevant to the site? How is competency established/measured?

Integration Each cohort Integrative seminar 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 Timely and frequent feedback is critical for individual and group performance Peer Assessment 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

Field practicum with required integrative seminar 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 Leveraging resources 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!