Service-learners at dementia care programs:an intervention for improving contact, comfort, and attitudes.
Service-learners at dementia care programs:an intervention for improving contact, comfort, and attitudes.
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DOI：
10.1300/j021v25n01_03
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发表时间：
2004-01-01
影响因子：
1.6
通讯作者：
Lambert-Shute, Jennifer J
中科院分区：
文献类型：
--
作者：
Fruhauf, Christine A;Jarrott, Shannon E;Lambert-Shute, Jennifer J
服务研习对学生来说是一种既有意义又具挑战性的体验。对学生的回报之一可以是他们的课程工作和真实的生活经验之间的联系。然而，学生与他们以前经验有限的人群互动面临着独特的挑战。我们开发了一个培训计划，旨在促进舒适与老年人谁有痴呆症的服务学习者在老年学课程谁在成人日间服务（ADS）计划服务。学生在课程完成前和后的调查评估与老年人的接触水平和对老龄化的态度。服务学员在ADS服务组成的治疗组（n = 5），而那些在其他S-L网站服务组成的对照组（n = 11）。独立和配对样本t检验表明，培训计划有助于与老年人和认知受损的成年人一起工作的舒适度的个体和群体差异。对老年人的态度也存在差异。成人发展课程涉及S-L在痴呆症护理计划的影响进行了讨论。
Service-Learning can be a rewarding and challenging experience for students. One of the rewards for students can be the connection between their course work and real life experience. However, students interacting with populations with which they have limited prior experience face unique challenges. We developed a training program designed to facilitate comfort with older adults who have dementia for service-learners in a gerontology course who were serving at an Adult Day Services (ADS) program. Students in the course completed pre- and post-surveys assessing level of contact with older adults and attitudes on aging. Service-learners serving at the ADS comprised the treatment group (n = 5) while those serving at other S-L sites made up the control group (n = 11). Independent and paired sample t-tests indicated that the training program contributed to intra-individual and group differences in comfort working with older adults and with adults who are cognitively impaired. Differences in attitudes about older adults were also identified. Implications for adult development courses involving S-L at dementia care programs are discussed.