Supporting Independent Living Through Interdisciplinary Service Learning

Nicole Janich,Tama Reily,Natasha Mendoza,Cynthia Mackey,Rachel Lundwall,Abigail Henderson,Nidia Hernandez

doi:10.18060/24056

Abstract

Service learning within independent living facilities may be a highly effective means to address the service gaps that challenge older adults and people who are disabled. We present a new approach to service learning by leveraging opportunities for community–university partnerships. The Community Collaborative Model (CCM) represents synergy between organized independent living and higher education at Arizona State University and led by the School of Social Work. The CCM is a unique collaborative service learning program aligned with current thinking about independent living, supportive services, and community-based service learning. We share lessons learned from the challenges of establishing this program, which included institutional hurdles, maintaining adequate physical space, student-focused planning, varying levels of preparedness, and stigma related to service use. In conclusion, we recommend means to (1) build interprofessional teams, (2) seek support and commitment of faculty partners, (3) ensure sustainability via community liaisons and clinical supervisors, and (4) create space for reflective practice.

Highlights

Service learning within independent living facilities may be a highly effective means to address the service gaps that challenge older adults and people who are disabled
We present the Community Collaborative Model (CCM) as a new approach to service learning that leverages opportunities for community–university partnerships
Some studies suggest that older adults engage in increased physical activities once they relocate to an independent living facility (Castle, 2001; Rossen & Knalf, 2007)

Summary

Introduction

Service learning is a common activity for degree programs in higher education focusing on health or social services (Krout & Pogorzala, 2002; Roodin et al, 2013; Seif et al, 2014). This approach to learning allows students to gain real-world practice experience while providing a necessary community service (Hyde & Meyer, 2004; Miller et al, 2017). In IL settings with combined service learning opportunities, residents may experience positive outcomes associated with optimal aging

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Conclusion