Incorporating Service-Learning into the Gerontology Curriculum: An Eye-Opening Experience of Meeting Real Elder

2.50
Hdl Handle:
http://hdl.handle.net/10755/152097
Type:
Presentation
Title:
Incorporating Service-Learning into the Gerontology Curriculum: An Eye-Opening Experience of Meeting Real Elder
Abstract:
Incorporating Service-Learning into the Gerontology Curriculum: An Eye-Opening Experience of Meeting Real Elder
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Chao, Shu-Yuan, BS, MEd, DNSc
P.I. Institution Name:Hungkung University
Title:Director of Medicine and Nursing research center
Co-Authors:Hsing-Yuan Liu, MS, PhD, RN
21st INRC [Evidence-Based Practice Presentation] Incorporating Service-Learning into The Gerontology Curriculum: An Eye-Opening Experience of Meeting Real Elder. This research adopted a qualitative approach to study the learning experiences of health professional students after they participate in an interdisciplinary community-based healthcare course. This article provides an overview of intergenerational service-learning, an experiential pedagogy that involves students in learning outside the traditional classroom while providing the needed service in the community. Examples of intergenerational service-learning projects presented in this article have been successfully utilized by the authors. These projects demonstrate the importance of using reflective practice assignments to help students deconstruct and reconstruct images, beliefs and paradigms about older adults. These effects are reported as: an eye-opening experience of meeting real elder. The process involves positive changes in attitude of one generation toward another and reduction of stereotypical views towards elder people on the basis of age and cultural identity. Five central themes were identified as the students engaged in learning experiences at various community sites: (1) reducing negative stereotypes; (2) improving their ability in communicating with the elderly; (3); increasing their concern for society; (4) increasing their ability to solve problems; and (5) realizing the value of health professional. Interpretations of these findings and recommendations for future research are presented.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleIncorporating Service-Learning into the Gerontology Curriculum: An Eye-Opening Experience of Meeting Real Elderen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152097-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Incorporating Service-Learning into the Gerontology Curriculum: An Eye-Opening Experience of Meeting Real Elder</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Chao, Shu-Yuan, BS, MEd, DNSc</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Hungkung University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Director of Medicine and Nursing research center</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">curie_chao@hotmail.com</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Hsing-Yuan Liu, MS, PhD, RN</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Evidence-Based Practice Presentation] Incorporating Service-Learning into The Gerontology Curriculum: An Eye-Opening Experience of Meeting Real Elder. This research adopted a qualitative approach to study the learning experiences of health professional students after they participate in an interdisciplinary community-based healthcare course. This article provides an overview of intergenerational service-learning, an experiential pedagogy that involves students in learning outside the traditional classroom while providing the needed service in the community. Examples of intergenerational service-learning projects presented in this article have been successfully utilized by the authors. These projects demonstrate the importance of using reflective practice assignments to help students deconstruct and reconstruct images, beliefs and paradigms about older adults. These effects are reported as: an eye-opening experience of meeting real elder. The process involves positive changes in attitude of one generation toward another and reduction of stereotypical views towards elder people on the basis of age and cultural identity. Five central themes were identified as the students engaged in learning experiences at various community sites: (1) reducing negative stereotypes; (2) improving their ability in communicating with the elderly; (3); increasing their concern for society; (4) increasing their ability to solve problems; and (5) realizing the value of health professional. Interpretations of these findings and recommendations for future research are presented.</td></tr></table>en_GB
dc.date.available2011-10-26T11:24:00Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:24:00Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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