Transforming Undergraduate Student Perceptions of Dementia through Music and Filmmaking.
Transforming Undergraduate Student Perceptions of Dementia through Music and Filmmaking.
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DOI：
10.1111/jgs.16418
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发表时间：
2020-05
影响因子：
6.3
通讯作者：
Allison TA
中科院分区：
文献类型：
--
作者：
Gubner J;Smith AK;Allison TA
在美国，有近600万人患有痴呆症（PWD），迫切需要建立一支跨专业的痴呆症工作队伍。在扩大新劳动力的新方法中，音乐和艺术显示出吸引学生和受训者的希望。为了了解艺术如何以及为什么会影响对PWD的态度和参与，我们研究了以音乐，电影制作和痴呆症为中心的服务学习通识教育本科课程。本科课程让学生在痴呆症护理环境中与PWD会面，建立个性化的音乐播放列表，共同制作关于PWD的短片，并撰写反思性文章。两名研究人员独立完成了对电影、论文和课程评估的归纳主题分析。分歧通过协商一致得到解决。来自三个班的52名学生完成了课程。24人（46%）为健康科学专业。出现了三个关键主题：1）音乐帮助本科生以有意义的方式与痴呆症患者联系; 2）电影制作为学生提供了分享关于痴呆症和音乐的独特，个性化故事的机会; 3）反思性写作融入课程，使学生能够处理他们的经历。出乎意料的是，29名学生（56%）报告说，在课程完成后，他们继续在职业、家庭和社区中参与残疾人事务。这项研究确定了可重复的方式，其中本科艺术课程的主题集中在痴呆症不仅改变学生对痴呆症的看法，但改变这些学生选择参与PWD课程完成后的方式。艺术和音乐系可能是建设老年医学劳动力的一个未开发的资源。
With nearly 6 million people living with dementia (PWD) in the U.S., there is a critical need to build an interprofessional dementia workforce. Among the novel approaches to expanding new workforce, music and the arts show promise for engaging students and trainees. In order to understand how and why the arts affect attitudes about and engagement with PWD, we examined a service-learning general education undergraduate course centering on music, filmmaking and dementia. The undergraduate course curriculum brought students to meet with PWD in dementia care settings, build personalized music playlists, co-produce short films about PWD, and write reflective essays. Two researchers independently completed inductive thematic analysis of the films, essays and course evaluations. Differences were reconciled by consensus. 52 students from three classes completed the course. 24 (46%) were health sciences majors. Three key themes emerged: 1) Music helps undergraduate students connect with people with dementia in meaningful ways; 2) Filmmaking offers students the opportunity to share unique, individualized stories about dementia and music; 3) Reflective writing integrated into the course enabled students to process their experiences. Unexpectedly, 29 students (56%) reported continued engagement with PWD in their careers, families and communities after course completion. This study identifies reproducible ways in which undergraduate arts courses thematically focused on dementia not only transform student perceptions about dementia, but change the ways in which those students choose to engage with PWD following course completion. Arts and Music Departments may represent an untapped resource for building geriatrics workforce.
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