Gerontology Students Research Articles

Resident pharmacist participation in shared medical appointments in palliative care in São Paulo, Brazil: experience and contributions.

To describe the resident pharmacist's participation in Shared Medical Appointments (SMA) in palliative care. The resident pharmacist participated in face-to-face SMA with the attending physician, medical and gerontology students, and a nurse. The resident pharmacist supported interdisciplinary discussions and performed pharmaceutical interventions. He helped raise awareness about the effective, safe, and convenient use of medicines, helping improve the quality of life of patients and caregivers. Providing pharmaceutical care to patients in palliative care helped to improve the quality of clinical services offered to these patients, as well as adding value to resident pharmacists' interprofessional practice.

Factors related to the attitudes towards the older adults and emphatic skills of gerontology students

Aim: In this study, we aimed to determine the factors related to the attitudes and empathic skill levels of gerontology students towards the older adults. Methods: 167 Gerontology students participated in our study. Data were collected by Google online survey method using personal information form, Kogan's Attitude towards Elderly Scale and Basic Empathy Scale. Results: Mean age of the students is 21.41 ± 2 year, 80% were female. A statistically significant difference was found between the students' grade level, their mother's education level, whether they lived with an older adult at any time in their lives, the duration of living with an older adult and the total score of the attitude towards the elderly scale (p < 0.001, 0.002, 0.017, 0.044, respectively). There was a statistically significant difference between gender, mother's education level, the place where they lived for the longest time and the positive attitude score towards the elderly (p = 0.008, 0.005, 0.019, respectively). There was a statistically significant difference between the students' grade level, number of siblings, whether they lived with an older adult at any time in their lives and the negative attitude score towards the elderly (p<0.001, 0.016, 0.028, respectively). A statistically significant difference was found between gender, mother's education level and the total score of the basic empathy scale (p<0.001, 0.005, respectively), emotional subscale (p<0.001, 0.041, respectively) and cognitive subscale scores (p = 0.007, 0.005, respectively). The mean Attitudes Towards Elderly Scale Total Score, Positive Attitude Sub-scale Score and Negative Attitude Sub-scale Score of the students were 156.52 ± 17.54, 72.59 ± 11.02 and 83.93 ± 11.89, respectively. The mean scores of Basic Empathy Scale Total Score, Cognitive Sub-scale Score and Emotional Sub-scale Score were 78.05 ± 10.19, 37.04 ± 4.94 and 41.02 ± 7.13, respectively. Conclusions: In our study, it was determined that the gerontology department students had high attitudes and empathic skills towards the older adults.

TRADITIONAL AND NONTRADITIONAL INTERNSHIPS: A GERONTOLOGY STUDENT’S PERSPECTIVE

Abstract Today’s gerontology students are more diverse than ever. Some come to the classroom with little to no experience working with older adults, while others are looking for further education and/or credentials to add to their employment and career opportunities. Both traditional (e.g., nursing homes, senior centers) and non-traditional internship settings (e.g., research, teaching) are examined in regard to providing students with experiences that will enhance their knowledge, career development, and/or future academic goals. As both an undergraduate minor and a Master’s level gerontology student, the presenter discusses their own non-traditional internship experiences that helped them to reach their goal of pursuing a doctoral degree in aging studies. Feedback gathered from other students in a variety of internship types is also presented. Finally, lessons learned, finding the right fit, and the overall value of internships and similar experiences is discussed from a student perspective.

EMPOWERING ALL AGES THROUGH INTERGENERATIONAL CONNECTION AND LIFELONG LEARNING

Abstract This symposium will share a variety of pedagogical approaches designed to foster age-inclusivity and intergenerational learning. The authors will share research and outcomes of different educational designs utilizing intergenerational programming and other approaches to engage older and younger adult learners. The first presentation will explore how intergenerational discussions can be used in the classroom to facilitate collaborative learning among older adults, students, and instructors. The second presentation will discuss the development of a course abroad in Scotland called “Global Aging & Age-Friendly Initiatives,” aiming to promote intergenerational connection and global age-inclusivity. The third presentation will discuss “Between Islands,” an intergenerational virtual contact intervention designed to promote creativity and intergenerational connection between younger and older adults while challenging stereotypes about aging. The fourth presentation will explore the experiences of emeriti faculty in engaging online with Introduction to Gerontology students in a novel intergenerational classroom activity. The final presentation will review intergenerational classroom design guidelines to optimize multiple generations’ learning experiences, aging understanding/appreciation of others, and age-inclusivity. The empowerment and benefits of these efforts for the life-long learning of the generations involved will be discussed.

THREE DECADES OF RESEARCH GUIDING POLICY AND POLICY GUIDING RESEARCH IN AGING AT THE UNIVERSITY OF SOUTH FLORIDA

Abstract The Florida Legislature created the Florida Policy Exchange Center on Aging more than 30 years ago to conduct independent research and policy analyses on critical topics in aging. Housed at the University of South Florida (USF), the center brought together students and faculty to examine public policies that directly affect the health and well-being of older adults (e.g., the role of Medicaid funding in home- and community-based care and the effects of nurse staffing levels in nursing homes). As new policy questions emerge, the foundational work of the policy center continues to guide undergraduate and graduate education at the USF School of Aging Studies. This presentation describes the multiple opportunities to incorporate policy instruction into an interdisciplinary gerontology program. These opportunities depend on having faculty who maintain ties with the organizations that provide direct care and services to the public and who connect the policy lessons they learn through these relationships to their teaching and research. Another key element is access to health services data needed to answer critical policy questions. The goal of such an approach is to enable gerontology students to engage in policy analysis and development and to understand the essential links between research, public policy, and practice that improves the lives of older adults.

EMERITI PROFESSORS’ INTERGENERATIONAL CONNECTION: QUALITATIVE RESEARCH EXPLORING PERCEPTIONS AND SATISFACTION

Abstract UMass Lowell, designated an AFU in 2019, launched AFU Inventory and Climate Surveys in 2020; respondents identified “involving retired faculty in university activities’ (AFU Principle 9) as an area for improvement. A follow-up study, guided by the PEACE Model (Levey, 2018), was undertaken to reduce students’ negative stereotypes about older adults and promote positive experiences through active engagement with professor emeriti. One study objective was to explore the experiences of emeriti professors’ in engaging online with Intro to Gerontology students in a novel intergenerational classroom activity. Emeriti professors met twice for one hour each with a group of 4-5 students. Following the activity, emeriti professors were invited to participate in one-hour qualitative interviews. The purpose was to explore their perceptions of, and satisfaction with, the experience in having engaged online with students. Nine of the 12 emeriti professors agreed to participate. The Zoom interviews were conducted December 2022 and January 2023 by two researchers. Qualitative content analysis coding was carried out individually by four researchers, who then met in pairs of two, followed by all four reaching consensus on identified themes. The findings revealed six major themes: enriching the IGL experiences; passion for teaching and interacting with young people; transition to and life after retirement; impact of COVID on engagement; university role in connecting with and engaging emeriti; and satisfaction with values and ideas expressed in IGL activities. These themes offer guidance in promoting AFU principle 9 through a novel intergenerational activity that benefits emeriti professors, students and universities.

BUILDING CAPACITY FOR PATIENT-CENTERED OUTCOMES RESEARCH IN AGING RESEARCH: TRAINING ACROSS THE CONTINUUM

Abstract Patient-centered outcomes research (PCOR) models are increasingly used to ensure stakeholders inform evidence-based systems of care. Unfortunately, older adults are often left out of PCOR, leading to continued health and service disparities. The Aging PCOR Learning Collaborative was funded by the Patient-Centered Outcomes Research Institute in 2020 to conduct a series of training activities to change how older adults are viewed and engaged in research. Training was extended to Gerontology students, researchers new to engagement, established researchers, and to older adults to advance the strategies needed to infuse PCOR within aging research design and implementation. Project staff analyzed data relevant to these activities, which demonstrated the project’s reach to over 300 older adults, researchers, funders, and academic leaders. This session will review the steps required to implement training, our project reach, outputs, and mid-term outcomes, providing one of the first glimpses into how to measure this shift in our research paradigm.

ESPO AND ACADEMY FOR GERONTOLOGY IN HIGHER EDUCATION SECTION SYMPOSIUM: TEACHING STRATEGIES FOR INTEGRATING DIVERSITY IN AGING EDUCATION PRACTICES

Abstract This symposium intends to echo one of the core values for the GSA 2022 Annual Scientific Meeting — embracing diversity. In an increasingly humanistic society, addressing and accommodating diversity is a constant topic in the field of education. Diversity includes many different factors: race, ethnicity, gender, sexual orientation, socioeconomic status, ability, age, religious or political beliefs. There is no longer just one type of student in the classroom. Therefore, it is very important to adjust our teaching methods to accommodate the diverse backgrounds of students and to help students understand their different fellow classmates. In accordance with the AGHE gerontological education competencies, these authors will provide insightful teaching strategies for integrating diversity in aging education practices. The first speaker will introduce a new pedagogy in promoting learning in diverse classrooms — Sharestart. The second speaker will focus on building community-based partnerships to promote diverse, intergenerational service-learning opportunities for interprofessional gerontology students. The third speaker will discuss their experience on fostering connections across generations in the LGBTQ+ community through intergenerational conversations. The fourth speaker will present humanist values on understanding aging diversity. Finally, the fifth speaker will discuss curriculum mapping as a strategy to teach diversity in gerontology programs.

Impacto de la dismenorrea primaria en el rendimiento académico de estudiantes universitarios

ObjectivePrimary dysmenorrhea has a high prevalence among the student population. The objective of this study was to determine the prevalence of dysmenorrhea, its severity and its impact on academic performance in Mexican university students. MethodsCross-sectional study. An anonymous multiple-choice questionnaire was applied in class hours in the classrooms. The visual pain scale (VAS) was used for the measurement of pain. A descriptive and inferential analysis of the variables studied was carried out using the program SPSS® IBM. ResultsA total of 2154 (n=2154) students were surveyed. The average age of the women was 20.4 ±1.9years. The general prevalence of dysmenorrhea was 78.9%, with psychology students having the highest value (83.7%). The VAS mean pain score was of 64.0. The severity of menstrual pain in students was reported as mild in 9.0%, and moderate-severe in 91.0%. The VAS mean pain scores and intensity of pain of gerontology students were significantly higher than those reported by dentistry and medicine students (P<.05). Limitation of daily activities was reported in 90.4% of women, with medical students reporting the highest percentage (93.3%). Women reported school absenteeism in 37.0%, with medical students presenting the highest percentage (41.4%). The severity of menstrual pain as a risk factor (independent variable) positively influenced various dependent variables involved in students’ academic performance (P<.05), including: stop doing their activities due to pain in 1 to 6 menstruations a year, minor concentration, absenteeism, low school performance, and lower grades during dysmenorrhea. ConclusionA high prevalence of dysmenorrhea was observed and it is concluded that the severity of the symptomatology significantly interferes with the academic performance of the participants.

Virtual Intergenerational Reverse-Mentoring Program Reduces Loneliness among Older Adults: Results from a Pilot Evaluation.

Social isolation and loneliness can create negative health outcomes for older adults. Informed by social capital and intergroup contact theories, our goal was to reduce these social problems using an intergenerational reverse-mentoring program. During fall 2020, we implemented an adapted, fully online version of Cyber-Seniors that encouraged undergraduate students to provide technology mentoring to local older adults in a seven-county area in rural Appalachia. We recruited gerontology students through the university and local older adults through local aging organizations. We collected data through pre-and post-tests that included validated measures (Lubben Social Network Scale-6 and UCLA 3-item loneliness scale) and open-ended questions about the program. Thirty-one students and nine older adults completed the pre-survey; twenty students and eight older adults completed the post-survey. We made comparisons using t-tests and considered p < 0.20 to indicate meaningful differences given the anticipated small sample size in this pilot project. Isolation did not change among older adults but increased among students in the family domain (p = 0.14) between baseline and follow-up. Loneliness improved between the pre- and post-tests among older adults (mean: 5.6 (SD = 2.2) to 4.1 (SD = 1.3), p = 0.17) but not among students (mean: 5.0 (SD = 1.5) to 5.2 (SD = 1.7), p = 0.73). In open-ended responses, older adults described learning new ways to interact with friends and family as a result of the program. This program was acceptable and suggested effectiveness in an important health-related domain (loneliness). While larger studies are needed to fully test the program’s impact, this pilot evaluation suggests that reverse mentoring programs can be implemented virtually and may improve social outcomes.

Kathryn Hyer's Lasting Legacy in Gerontology Education and Aging Policy Research

Kathy Hyer, our dear friend, colleague, former Gerontological Society of America President and Professor and Director of the Florida Policy Exchange Center on Aging, University of South Florida posthumously has been awarded the Clark Tibbett's Award for her achievements in the advancement of the field of gerontological education in higher education. This lecture will reflect on some of her decades of accomplishments including her dedication to AGHE's mission to train and educate students in gerontology. Her greatest achievement is in the area of training and education of long-term care administration and aging studies undergraduate students to be nursing home and assisted living administrators. This lecture will also highlight several initiatives of Dr. Hyer's that involved undergraduate, graduate students, and junior faculty who she mentored including the Geriatric Workforce Enhancement Project, NIA SAFEHAVEN and COVID research on disasters, the Dementia Training Academy, Age Friendly Initiatives both nationally and internationally and student mentorship for graduate assistantships through the USF Center for End of Life Care.

Social Retribution of Students of Master in Gerontology During the COVID-19 Pandemic: Enhancing Competencies

Introduction: In response to the COVID-19 pandemic older adults were called to lockdown and social isolation. Master in Gerontology (MAGE) in a social retribution action delivered a companion program called “I′m with you, You′re with me”. MAGE competencies encompass those proposed by AGHE. The aim is to analyze competencies acquired by students in gerontology in the companion program during the COVID-19 Pandemic. Method: Participated 16 students of MAGE and 16 older adults selected by their high vulnerability conditions reported by social workers from the Metropolitan Center of Older Adults from DIF-Zapopan city. The program was designed to provide emotional support, was delivered by telephone for 3 months (Ago-Nov 2020). Experiences were obtained through an online-questionnaire, data were analyzed qualitative and quantitatively. Results: Students reported higher development in the competencies: 1) Interactional, that capture the process of knowing and doing across the fields of gerontology, related to stereotypes and discrimination, autonomy and self-determination, and the use of the technology to enhance the communication; 2) Fundamental, that represent the essential orientation to the field of gerontology, related to identify the impact of public policy and the application of intervention strategies and the use of technologies with older adults, families and caregivers; 3) Contextual, related to promote solid social networks for the wellbeing. The meaning of participating in this program was mainly centered in a gratifying professional experience, “small actions that make big gestures”. Conclusion: Gerontologist promote social solidarity through the transference and applying of the knowledge to enhance social development.

Interdisciplinary Innovations Utilizing Pet Robots to Meet Research, Education, and Care Needs

Studies of the impact of robotic companion pets are proliferating, authored by several disciplines, each with different concerns. Roboticists focus on technology design and artificial emotional intelligence as opposed to general preferences for soft, furry, interactive animals. Others worry that as people interact with potentially deceptive technology, they may think the pet is alive. While aware of these serious concerns, gerontologists have focused on how lonely older persons without cognitive impairment respond to social ‘helper’ robots. More recent studies emphasize the possible impact of animatronic pets on persons with dementia (PWD). Therapeutic benefits of these pets are just being established. Our current pilot study is timely in that it now involves semi-structured interviews with formal/ informal caregivers of PWD who have been given a robot pet. We are eliciting perceptions, opinions, and observations of the PWD’s response to robotic pets. We recruited 8 gerontology students as much-needed assistants for a research-driven topics course to afford them field exposure to PWD, caregivers, and direct research experience. Because students seldom have experience either with robotic pets or PWD, they read selected articles and received training/practice in semi-structured interviewing techniques. Students next conducted interviews with caregivers of PWD who have interacted with the pets. All interviews are audio-recorded, transcribed and deposited in the Carolinas Conversations Collection. Content and thematic analysis of transcriptions, student activity logs and bi-weekly reflective discussions will inform next steps in intervention research, testing therapeutic outcomes such as agitation reduction by pet robots for PWD.

Food Insecurity in Older Adults: Gerontology Students and RSVP a Partnership that Works

A gerontology course related to policies /programs each year researches, develops and designs a service-learning project related to an issue/concern for older adults and their quality of life. Students wanted to work with vulnerable older adults and after research and discussion decided on tackling the issue of food insecurity in older adults. Food insecurity is a growing issue for older adults which has been exasperated by COVID-19. According to Meals on Wheels America (2020) there has been a 22% increase in the number of older adults needing food assistance. In addition, while the need for food banks has increased donations have declined (Next Avenue, 2020). Students partnered with RSVP, which had previously conducted a food donation project.. Students took on the responsibility for advertising, soliciting grocery stores to allow us to set up and engage shoppers in purchasing items for the project. In addition, they reached out to the university community and set up food donation stations. RSVP sent out emails to their constituents to encourage them to volunteer and do their shopping on the date of the project. Students were paired with RSVP volunteers at two stores and provided shopping lists and information about food insecurity in older adults to shoppers. Students collected 566 pounds of food. The food was distributed equally between Catholic Charities, which has a senior shopping program and the Somali Elder Community. Students sorted the food by categories and removed any foods with pork/gelatin products for the Somali Community.

Experiential Service Learning: Promoting Competency-based Education for Gerontology Students

Service-learning is an effective pedagogical approach meant to deepen learners understanding of course content by linking scholarship and social action when structurally organized based on attainment of professional core competencies. The recent COVID-19 pandemic caused a rethinking of the way service learning practicum is delivered, especially as it relates to training health professionals who engage collaboratively with older persons (individuals aged 65 years and older). This poster examines the challenges faced by gerontology students as they transitioned to fully virtual learning and practicum format, the lessons learned, and how to close the gap between theory and practice for better programmatic processes. The data used to gather students experiences include; student reflective journals, class discussions and survey questions to students (n=44). The analytic framework utilized is the Social Cognitive Theory, (SCT)- which explains how individuals can master concepts through verbal and physical persuasion, including peer modelling. The goal is to promote leaners self- regulatory skills to achieve the course learning objectives, as obtained from the SCT six strategies for setting achievable goals, through: Feedback, self-instruction, self-monitoring, use of support and goal setting. Some of the lessons learned suggest students benefit more from service learning when they receive continuous feedback about how to develop intergenerational relationships with older adult partners assigned to in the community (68%), than from goal setting strategies (24%). The implication for practice is: there is a need to develop structured service-learning guidelines for undergraduate students in gerontology program to be prepared to better serve older adults.

Generation to Generation Project: Pairing Students With Older Adult Mentors During the COVID-19 Pandemic

To meet the needs of older adults isolated in the midst of the COVID-19 pandemic, we began pairing Human Services and Gerontology students with community dwelling adults 55 years of age and older, recruited through senior centers and other organizations serving older adults.Students paired with isolated older adults were tasked with building supportive relationships, assuring that basic needs were being met and that all available community resources were in place, and then documenting their mentor’s life stories with an emphasis on the resilience, strength and wisdom of their older adult mentors (to focus and build on their strengths, the older adults we engage with are referred to as our “mentors”). Oral histories and supporting artifacts are archived in the university’s library permanent repository.The oral histories portray unique perspectives into life, strength, and resilience during the COVID-19 pandemic and quarantine. The older adult mentors participating in the Generation to Generation project reported feeling strengthened and connected through their participation in the Generation to Generation project. To determine if social Isolation and loneliness can be ameliorated through participation in the Generation to Generation oral history project, researchers utilized the UCLA Loneliness Scale in pre- and post- participation interviews; findings will be shared.

Food Insecurity in Older Adults: Gerontology Students and RSVP a Partnership that Works

Despite rapidly growing number of older medical cannabis users, research on them is scant. In this study, we examined medical and nonmedical cannabis users aged 50+ on health-related characteristics and cannabis use patterns and sources. Hypotheses were that compared to nonmedical users, medical users are more likely to have physical and mental health problems, use healthcare services, discuss their drug use with a healthcare professional, use cannabis more frequently, and purchase cannabis from a medical dispensary and other sources rather than obtain it as a gift, share someone else’s, or use other means. We used the 2018 and 2019 National Survey on Drug Use and Health data (N=17,685 aged 50+; male=8,030; female=9,655) and multivariable logistic regression analysis to test hypotheses. Of the sample, 8.9% reported past-year cannabis use. Of past-year users, 18.5% reported any medical use. Of medical users, 70.9% reported exclusive medical use and 29.1% reported using medically and nonmedically. A large proportion obtained cannabis from private/informal sources. Any medical use, compared to nonmedical use, was associated with lower odds of alcohol use disorder but higher odds of discussing drug use with a healthcare professional (AOR=4.18, 95% CI=2.53-6.89), more days of use (AOR=2.56, 95% CI=1.35-4.86 for 200-365 days), and purchase at a medical cannabis dispensary (AOR=4.38, 95% CI=2.47-7.76). Medical and nonmedical users did not differ on physical health, and both had high behavioral health problem rates. However, only a small portion discussed their drug use with a healthcare professional. More healthcare professional attention to older cannabis users is needed.

Reflections on Applying Anti-Racist Pedagogy to Teaching About Aging

Racial disparities are well documented in all facets of aging (e.g., health, housing, retirement). Helping gerontology students to recognize racial inequity, however, is only the first step toward effecting change. Empowering students to investigate root causes of these disparities (e.g., power relations) is essential in order to begin to identify ways to dismantle institutional racism and create systems that are more equitable. With its attention to historical/political context and fostering skills for critical analyses and social change, anti-racist pedagogy offers educators a framework from which to introduce and explore these issues (Karasik & Kishimoto, 2020). This session will consider how anti-racist pedagogy may be applied within the gerontological curriculum using examples of teaching about (1) retirement and (2) housing for older adults. Associated challenges such as finding and preparing appropriate material, as well as engaging students and faculty in work they are unfamiliar and/or uncomfortable with will also be discussed.

What Do Israeli Gerontology Students Think About Medical Marijuana Use for Alzheimer’s and Parkinson’s Disease?

Aims: The aims of the current study were as follows: 1) to assess gerontology graduate students’ beliefs about medical marijuana’s (MMJ) effectiveness for two common age-related conditions - Alzheimer’s (AD) and Parkinson’s disease (PD); 2) to assess students’ beliefs and attitudes toward MMJ; 3) to explore associations linking background characteristics, MMJ-related attitudes and beliefs, and beliefs about the MMJ effectiveness for AD and PD. Method: A sample of 104 (84 women and 20 men) gerontology graduate students voluntarily participated in an anonymous online survey. Results: The vast majority (95%) of the participants indicated they had no formal education about MMJ and reported being unprepared to answer clients’ MMJ-related questions (84.6%). Most of the participants believed that MMJ is effective for use with AD (70.2%) and PD (80.8%) patients. Participants reported favorable beliefs about MMJ benefits, concerns about risks, the need for training, and positive attitudes toward recreational marijuana use legalization. Prior marijuana use (e.g., self-use, friends or family) was found to be associated with more positive beliefs about MMJ benefits, risks, and its legalization for recreational purposes. Prior marijuana use was the only factor associated with the belief that MMJ is an effective therapy for use with individuals diagnosed with AD or PD. Conclusions: The study findings stress the need for students’ MMJ education in order to provide future gerontology service providers with the necessary knowledge and ability to address clients’ questions about MMJ use. Efforts to develop curricula and training programs need to be promoted.

From Surviving to Excelling: Adaptation of Gerontology Service Learning During the COVID-19 Pandemic

The COVID-19 pandemic has disproportionately impacted older adults, and the educational service-learning opportunities available to gerontology students. As an applied major, Sacramento State University’s Gerontology Department heavily depends on service-learning. The pandemic affected existing gerontology placements and their ability to host student learning. In addition, at the outset of the pandemic, Sacramento State University immediately terminated in-person service learning. The Gerontology Department prioritized student and community safety while still valuing the need for students to have meaningful and relevant community-based learning experiences. Gerontology faculty worked with community partners to shift these vital learning experiences. This poster presentation focuses on the creative ways the department engaged community partners to continue quality learning opportunities for students while assisting community partners with the unrelenting shifts in operations. Three innovative service-learning and community engagement practices will be addressed, including a) Partnering with the California Office of Emergency Services (CalOES) to create and provide the statewide Social Bridging Project for older adults throughout California; b) Expanding the relationship with Sacramento State’s Renaissance Society, a lifelong learning and community engagement program for older adults; and c) Partnering with a community-based Cardio-vascular Wellness Program to keep older adults active and engaged while remaining at home. The poster will review the pivot to virtual service learning and share how this shift enhanced student learning and community service. This will include expanding the use of technology and capitalizing on innovative methods to reach out and provide service to older adults, the local community, and the state of California.