Abstract
Based on a geriatric enrichment (GeroRich) effort, this study examines outcomes of infusing aging content across the master of social work (MSW) foundation curriculum. In a longitudinal research design tracking one class, there were no significant changes observed in students' levels of experience and interest in gerontological social work. Significant increases were observed in self-rated levels of gerontological knowledge and practice skills—clinical and macro. Full-time status, less gerontological experience, and higher knowledge predicted greater practice skills at the follow-up. Implications for educating the next generation of social workers to better meet the needs of older adults and their families are discussed.
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