1. Integration of Gero Class and Field Curriculum November 2, 2013

2. Marcia Spira, PhD Loyola University Chicago

3. Key features of the Gerontology Program  Cohort model  Integrative seminar  Clinical research

4. Cohort Model  Develop peer support  Intentional collaboration skills  Translate theory (from class content) to action

5. 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

6. 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

7. Integration  Each cohort  Individual and collective feedback to field supervisors and professors  Integrative seminar  Collaboration between agency staff, university faculty and students

8. Integration  Clinical research  Selection of topics of mutual interest  Sample selection  Data analysis and feedback

9. Adrian Kok, PhD Dominican University

10. Strategies Used at Dominican University  Field supervisor roles/partnership and responsibilities  Team-based learning  ePortfolio

11. 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

12. Acknowledge, Reward Them !  Supervisor appreciation day  Best field supervisor – voted by students

13. Traditional Lecture vs. Team-Based Learning (TBL)

14. IDEAL MODEL

15. Differences between Group Work and Team Work Conventional GroupTeam-Based Learning Group FormationDetermined by studentsDetermined by instructor Group Selection Randomly determined by students/instructor Pre-selected criteria to ensure diversity in groups TeachingIn classIn class and out of class Assigned RolesDesignated Roles Designated roles are counterproductive Duration of GroupBased on the task; changeableEntire semester Optimum Group size4 or less5-7 Assignment DesignNot crucial Assignments must promote learning and team development Student AccountabilityMaybe Held accountable for individual and group work AccountabilityMaybe Timely and frequent feedback is critical for individual and group performance Peer AssessmentMaybeCritically important

16. 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

17. ePortfolios  Learning management system  Monitoring of outcomes  Integration of social media  Students make portfolio visible to supervisors and potential employers

18. 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

19. 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

20. 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

21. Jean Schuldberg, Ed.D, LCSW California State University, Chico

22. 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

23. 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)

24. Integration of Gerontology in the Field  Field newsletter highlights gero in each issue  Trainings for field instructors include gero content

25. 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

26. 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

27. Debra Fromm Faria, LCSW College at Brockport State University of New York

28. 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)

29. 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

30. 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)

31. 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

32. 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)

33. 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

34. 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.)

35. 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

36. 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

37. Thank you!