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Optimizing geriatric social work education: program and individual characteristics that promote competencies.
Emily A Greenfield1, Cory Morton, Julie Birkenmaier
1School of Social Work, Rutgers University, New Brunswick, New Jersey 08901, USA. egreenf@ssw.rutgers.edu
Journal of Gerontological Social Work
|April 23, 2013
Summary
Full-time students and programs using defined field rotations or geriatric competencies showed greater aging knowledge gains. This research informs social work education enhancement in gerontology.
Area of Science:
- Gerontology and Social Work Education
- Geriatric Social Work Competencies
Background:
- The Hartford Partnership Program in Aging Education (HPPAE) has been active since 1998 in over 70 graduate social work programs.
- Understanding factors influencing student learning in aging is crucial for effective social work education.
Purpose of the Study:
- To investigate the association between program and individual student characteristics and their knowledge, skills, and values in aging.
- To identify key elements that promote enhanced learning outcomes in graduate social work programs focused on aging.
Main Methods:
- Secondary analysis of national program evaluation data from the HPPAE.
- Application of hierarchical linear models to assess relationships between student/program factors and aging education outcomes.
Main Results:
- Full-time students demonstrated greater gains in knowledge of aging compared to part-time students.
- Programs utilizing defined field rotation models and/or emphasizing geriatric social work competencies showed improved student knowledge acquisition.
Conclusions:
- Program structure and the integration of specific geriatric competencies significantly impact students' knowledge development in aging.
- Findings offer actionable insights for improving graduate social work curricula and training in gerontology.
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