ABSTRACT
An e-mail discussion group (SW-PALL-EOL) connects the growing number of social workers interested in palliative and end-of-life care. The article discusses the concept of a technology supported "Community of Practice." Using content analysis, the article shows empirically how this electronic discussion group has contributed to the growth and expansion of a Community of Practice dedicated to improving palliative and end-of-life care among social workers. Examples are provided of the topics posted by subscribers and the guidance provided by the group's facilitators. Comments indicate satisfaction with the electronic discussion group.
Subject(s)
Electronic Mail , Hospice Care , Palliative Care , Social Work , Terminal Care , Electronic Mail/organization & administration , Hospice Care/organization & administration , Humans , Palliative Care/organization & administration , Social Work/organization & administration , Terminal Care/organization & administration , United StatesABSTRACT
This study describes a multi-method approach to evaluating a gerontological social work curriculum enrichment initiative funded by the John A. Hartford Foundation. The project involved all required first year core courses in the BA and MSW curricula. Data were collected from students at three geographically dispersed academic centers of a School of Social Work at a major Midwestern state university. Evaluation instruments included quantitative pre- and post-tests to assess change in undergraduate and graduate students' gerontological attitudes, knowledge, and skills, qualitative and quantitative pre- and post- tests to evaluate an intergenerational service-learning option, and an open ended question to assess the gerontological content students had been exposed to in required core courses. Results for all students showed strong positive change in general attitudes toward elders, gerontological knowledge, and gerontological skills. There was only marginal support, however, for increased willingness to work with elders. Results for service learning students revealed positive reactions to the service-learning experience and a significant increase in gerontological knowledge.
Subject(s)
Curriculum , Geriatrics/education , Social Work/education , Aged , Attitude of Health Personnel , Clinical Competence , Humans , Intergenerational Relations , Midwestern United States , Professional-Patient Relations , Program EvaluationABSTRACT
This article describes a gerontological enrichment model for institutionalizing and sustaining curricular change utilizing Rogers' (1995, 2003) diffusion of innovations approach to organizational change. The goal of the project, funded by the John A. Hartford Foundation, is to transform the social work curriculum at a major state university so that age and intergenerational connections are important organizing principles in the diversity emphasis of the program. Components of the model include: (1) increasing faculty competence; (2) infusing gerontological/ geriatric competencies into all foundation courses; (3) community partner involvement; (4) intergenerational service-learning; (5) developing field and practicum sites; and (6) evaluation. Implications for gerontological/ geriatric education are discussed.
