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Platas-García, Alejandra, Verónica Reyes-Meza, and José Martín Castro-Manzano. "Disegno e risoluzione di una prova di comprensione della lettura a scelta multipla per studenti adulti di italiano lingua straniera." Matices en Lenguas Extranjeras, no. 13 (January 1, 2019): 120–43. http://dx.doi.org/10.15446/male.n13.89896.
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Questo contributo offre alcuni elementi da considerare in merito al disegno e alla risoluzione delle prove di comprensione della lettura a scelta multipla in italiano lingua straniera ed è indirizzato ai lettori interessati nella valutazione di studenti ispanofoni. Si sa che l’abilità di comprensione della lettura non può essere valutata direttamente. Siccome gli insegnanti di italiano come lingua straniera non possono misurare il grado di comprensione raggiunto dagli studenti con la semplice osservazione della loro lettura, ci vuole l’uso di qualche prova che offra quest’informazione. Tra le diverse tipologie di prove che esistono c’è una che è molto adoperata, la prova a scelta multipla. L’obiettivo di questo contributo è descrivere aspetti relativi al disegno e alla risoluzione di una prova a scelta multipla di lettura ideata per studenti adulti di italiano lingua straniera. La metodologia è quantitativa: studio descrittivo, trasversale. Abbiamo somministrato la prova di lettura a 43 studenti di italiano con un’età media di 23,4 anni, che avevano un livello intermedio di conoscenza della lingua. I partecipanti hanno ottenuto più risposte corrette (66,5%) che errate (33,5%) e hanno adoperato di più la strategia di eliminazione per risolvere la prova che le altre strategie. Per concludere diamo dettagli sulla nostra ricerca futura.
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Palmas, Chiara, Chiara Mauri, Nicoletta Scionti, and Gian Marco Marzocchi. "Il benessere degli studenti tra autostima e rendimento scolastico." RICERCHE DI PSICOLOGIA, no. 1 (May 2022): 1–24. http://dx.doi.org/10.3280/rip2022oa13718.
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In questo studio sono state indagate le relazioni esistenti tra il benessere, l'autostima e il rendimento scolastico in un campione di 311 studenti tra gli 8 e i 13 anni, prendendo in considerazione il punto di vista dell'alunno, del genitore e dell'insegnante. Attraverso questa ricerca è stata confermata l'esistenza di un'influenza reciproca tra il rendimento del bambino e la sua autostima scolastica.Inoltre, è stata dimostrata l'esistenza di una relazione significativa dell'autostima scolastica dell'alunno con l'ansia percepita. il suo benessere e le competenze possedute. Queste ultime due variabili correlano significativamente anche con il rendimento scolastico, mentre l'ansia svolge il ruolo di mediatore. Alla luce di quanto emerso, questa ricerca potrebbe rivelarsi utile per lo sviluppo di programmi volti a favorire il benessere dell'alunno, la sua autostima e il suo rendimento scolastico con il coinvolgimento degli adulti di riferimento.
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Bassanello, Ida Giulia. "L’ASCOLTO IMMERSIVO© CON STUDENTI DI ITALIANO LS DI LIVELLO A: ESPERIENZE E RISULTATI CON ADULTI FRANCOFONI." Italiano LinguaDue 13, no. 2 (January 26, 2022): 714–25. http://dx.doi.org/10.54103/2037-3597/17165.
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Il presente lavoro è una relazione della sperimentazione dell’ascolto immersivo© proposto dalla casa editrice Alma da noi effettuato con un gruppo di tre adulti francofoni di livello A. L’ascolto immersivo© è stato proposto alla fine di ogni lezione settimanale per una durata di dieci settimane. Il gruppo è stato testato con un test di comprensione dell’orale di livello B all’inizio e alla fine dell’esperienza. Prima dell’esperienza il gruppo ha fornito il 70% di risposte esatte e alla fine l’80% di risposte esatte. Il gruppo di controllo, di uguali caratteristiche, ha tuttavia fornito la stessa percentuale di risposte corrette effettuando solo il test finale di livello B. Vengono esposte di seguito alcune considerazioni sulla filosofia di fondo che ha guidato l’esperienza e sulle ragioni che possono spiegare un tale risultato, tramite l’analisi qualitativa e quantitativa dei risultati raccolti con i test di lingua e con i questionari somministrati agli apprendenti alla fine dell’esperienza di ascolto immersivo©.
Immersive listening© with Italian LS level a students: experiences and results with francophone adults
This paper is a report on the experimentation of immersive listening© proposed by the Alma publishing house, carried out with three French-speaking adults at level A. Immersive listening© was proposed at the end of each weekly lesson for a period of ten weeks. The group was tested with a B-level oral comprehension test at the beginning and end of the experience. Prior to the experience, the group provided 70% correct responses and 80% correct responses at the end. The control group, with the same characteristics, provided the same percentage of correct answers by only taking the final Level B test. The following are some considerations on the philosophy that guided the experience and the reasons that can explain such a result, through the qualitative and quantitative analysis of the results collected with the language tests and questionnaires administered to the learners at the end of the immersive listening experience©.
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Pendenza, Paolo. "Setting relazionale e apprendimento." EDUCAZIONE SENTIMENTALE, no. 37 (September 2022): 183–206. http://dx.doi.org/10.3280/eds2022-037017.
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Viviamo un momento storico nel quale il paradigma educativo ed organizzativo che ha ispirato la nascita e l'affermazione della scuola di massa novecentesca mostra tutti i propri limiti. La scuola pare che tenda inerzialmente ad autoconservarsi, a ripetersi eguale a se stessa. Ma non sempre e non ovunque. Nelle testimonianze di alcuni docenti che percorrono con successo nuove modalità didattiche intravediamo alcuni elementi che possono rappresentare una guida per costruire una didattica più adeguata ai nostri tempi. In particolare emerge con forza la centralità di una relazione tra docenti e studenti basata sulla fiducia e sulla responsabilità, che persegua l'obiettivo di rendere più efficace il processo di insegnamen-to/apprendimento. Queste conclusioni si basano sulle dinamiche peculiari che caratterizzano gli adolescenti di oggi, come dimostrato da numerosi studi scientifici. Utilizzando tale approccio gli adulti possono diventare figure effettivamente significative ed autorevoli per i pro-pri allievi, capaci di accompagnarli nel loro percorso di crescita verso la vita adulta.
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Ludovico Arte. "La scuola che cambia con la pandemia." IUL Research 3, no. 5 (June 20, 2022): 278–86. http://dx.doi.org/10.57568/iulres.v3i5.205.
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La pandemia ha travolto il tradizionale modo di fare scuola. Insegnanti e studenti si sono trovati chiusi in casa a comunicare tramite un computer. Improvvisamente, i modi ordinari di insegnare e apprendere non sono stati più possibili, anche se alcuni partigiani della vecchia scuola hanno riprodotto imperterriti a distanza le metodologie utilizzate in presenza. Con esiti, in genere, disastrosi. Molti invece si sono messi in discussione, hanno cercato un nuovo modo di educare, una diversa misura nelle relazioni. All’ITT “Marco Polo” di Firenze è stata data voce ai pensieri e alle emozioni di tutti e sono stati attivati sostegni psicologici per adulti e ragazzi. Si è aperto un dialogo tra le diverse componenti della scuola, che ha delineato un discorso collettivo nuovo sulla scuola e sulla società.
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Gatto Rotondo, Maria Cristina, Chiara Cappetti, Daniela Di Riso, Margherita Da Boit, Chiara Maggiolo, Maurizio Salis, Silvia Salcuni, and Emilia Ferruzza. ""Trovare una direzione": vicissitudini identitarie di giovani adulti universitari. Studio preliminare sul processo di una psicoterapia psicoanalitica di gruppo a tempo determinato." GRUPPI, no. 2 (October 2021): 106–29. http://dx.doi.org/10.3280/gruoa2-2020oa12584.
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In questo lavoro gli autori presentano alcuni risultati di un'indagine preliminare sul processo di una psicoterapia psicoanalitica di gruppo, con giovani adulti universitari, a tempo determinato, svolta all'interno del Servizio di assistenza psicologica per gli studenti - Dynamic Psychotherapy Service (SAP-DPS) dell'Università di Padova. Lo studio è volto a esaminare lo sviluppo tematico nel corso della psicoterapia, con attenzione specifica sia ai pazienti che ai conduttori. A tal fine ci si è avvalsi di tecniche proprie dell'analisi del contenuto, applicate ai report delle sedute, con il supporto del software Atlas.ti. Gli autori evidenziano come i risultati ottenuti - per quanto parziali e non generalizzabili - confermino la portata evolutiva dell'emerging adulthood e possano costituire spunti utili per successivi studi che vogliano approfondire il rapporto tra efficacia e processo, nell'ottica di un proficuo dialogo tra ricerca e pratica clinica.
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De Domizio, Anna, and Darja Mertelj. "I giochi didattici nell’insegnamento/apprendimento d’italiano come lingua straniera." Journal for Foreign Languages 7, no. 1 (December 30, 2015): 191–215. http://dx.doi.org/10.4312/vestnik.7.191-215.
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Nonostante le numerose e diverse definizioni del gioco, in generale, si considera che il gioco stimoli e sostenga lo sviluppo cognitivo, sociale, emozionale e motorio degli individui. Nell’ambiente scolastico si usano i cosiddetti giochi didattici che sono organizzati in base agli obiettivi formativi. La differenza tra questi e i ‘giochi popolari’ consiste nel fatto che questi non sono frutto della tradizione popolare o dell’invenzione spontanea dei bambini, ma sono creati e adattati dagli insegnanti stessi, secondo criteri organizzativi e contenutistici che coincidono con gli obiettivi specifici dell’unità didattica. In conseguenza sono sempre più numerosi gli insegnanti e gli autori di libri di testo che decidono di includere questo tipo di tecnica didattica nel processo d’insegnamento. I giochi didattici nelle lezioni di lingue straniere hanno un’importanza notevole perché possono essere usati sia per sviluppare le abilità ricettive che per quelle produttive. Un’ulteriore caratteristica potenzialmente positiva dei giochi didattici è che non sono adatti solo per bambini ma anche per adolescenti e adulti, quindi adatti anche per l’insegnamento delle lingue straniere in vari contesti d’apprendimento. Nella parte empirica di quest’articolo si cerca di chiarire in quale misura si usino i giochi didattici durante le lezioni d’italiano come lingua straniera nelle scuole secondarie superiori e come questa tecnica d’insegnamento/apprendimento sia accolta tra gli studenti.
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Sakaguchi-Tang, Dawn K., Jay L. Cunningham, Wendy Roldan, Jason Yip, and Julie A. Kientz. "Co-Design with Older Adults: Examining and Reflecting on Collaboration with Aging Communities." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (October 13, 2021): 1–28. http://dx.doi.org/10.1145/3479506.
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Co-design methods have involved older adults in the design process to fill the knowledge gap that younger adult designers might encounter when designing for an aging population. A focus of co-design means establishing equal and equitable relationships between users and designers. To understand the factors that contribute to equal collaborations between older adults and student designers, we conducted 12 co-design sessions with 16 older adults and 11 student designers. We examined their interactions by adapting a framework initially aimed to understand the child-adult design partnership. We also analyzed student designers' reflections to understand their experiences and learnings from designing with older adults. Our findings demonstrate that developing a design partnership is complex. The framework helped surface factors like sharing life experiences and role ownership that influenced balanced or unbalanced interactions. Through the student designers' reflections, we found that student designers identified challenges they encountered and the assumptions they had about the older adult population. We believe that immersing students in a co-design experience with older adults and leveraging reflection activities provides an educational and meaningful experience to the design students.
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Lee, Jung-Ah, Dana Rose Garfin, Stephanie Vaughn, and Young-Shin Lee. "Factors associated with gerontological career choice: The role of curriculum type and students’ attitudes." Journal of Nursing Education and Practice 8, no. 4 (November 26, 2017): 1. http://dx.doi.org/10.5430/jnep.v8n4p1.
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Background and objective: Caring for a growing aging population presents a challenge in contemporary health care. This study aims to identify factors associated with nursing student’s career choice in older adult care and predictors of attitudes toward older adults. Such information is critical to inform effective gerontological nursing education.Methods: Undergraduate nursing students (N = 411) from three nursing schools in California participated in a cross-sectional, web-based survey.Results: In covariate-adjusted analyses, students who had prior experiences taking gerontology-related courses, working with older adults, living with older adults, being confident in providing older adults care, and having lower negative attitudes toward older adults were more likely to consider a future career in gerontological nursing. Students’ confidence in older adult care was negatively correlated with negative attitudes towards older adults.Conclusions: To increase students’ career choice in gerontology, nursing schools should provide more gerontology content in nursing curricula and explore avenues to increase student confidence in older adult care.
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Jang, Sekyung. "Intergenerational Choir: A Qualitative Exploration of Lived Experiences of Older Adults and Student Music Therapists." Journal of Music Therapy 57, no. 4 (August 1, 2020): 406–31. http://dx.doi.org/10.1093/jmt/thaa012.
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Abstract The purpose of this phenomenological study was to explore the essence of an intergenerational choir experience for older adults and student music therapists. Data were gathered through a series of open-ended individual interviews with older adult participants (n = 10) and student participants (n = 5). Analysis of data revealed four emerging themes common to both older adults and students: mutual learning, social bonding and support, feelings of accomplishment, and appreciation and enjoyment. Emerging themes unique to the older adult community members were that (a) participation challenges came from differences in musical culture; (b) intergenerational choir promoted experience of emotional health and helped maintain an active lifestyle; and (c) community members were passionate about recruiting new members to expand the choir. Emerging themes unique to the student music therapists were that (a) intergenerational choir provided unique ensemble experiences and (b) students reported positive changes in perception of older adults. Implications of intergenerational music engagement for music therapy clinical practice, research, and education are discussed.
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Smith, Misty. "Service Learning: A Multidimensional Approach to Meaningful Learning Outcomes in a Practice Profession." InSight: A Journal of Scholarly Teaching 16 (August 27, 2021): 50–68. http://dx.doi.org/10.46504/16202102sm.
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A service learning project was used to encourage social work student engagement with older adults, support a community need, and meet the course objectives, one being conducting a social work assessment. Paired with an older adult resident, students applied theoretical concepts to a practice experience to meet student learning outcomes and expand comfort levels. Fourteen students participated in the convergent-mixed methods study. Assessment scales regarding bias and knowledge were administered and written reflections were recorded. Findings suggest students experienced deeper learning from applying theory and skills and had a positive shift in perspectives of older adults through the service-learning experience.
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Rian Efendi Marbun, Redopri Ramayana Saragih, Morika Situmorang, Rahul Gabriel Hutabarat, Naomi Hotma Tiur Hutapea, and Damayanti Nababan. "MEMILIH UNTUK MENJADI DEWASA: PEMANTAPAN PENDIDIKAN AGAMA KRISTEN." Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora 2, no. 4 (November 24, 2022): 136–40. http://dx.doi.org/10.55606/khatulistiwa.v2i4.785.
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The purpose of this study is to provide an understanding of the importance of the role of students in fostering adults in Marbun Toruan Village, Baktiraja District. The method used in this study is a qualitative research method. The result of this research is that in student service, students have a very important task in fostering adults, namely by conveying Christian religious education to adults by providing an understanding of adult human maturation. Therefore, with this very important task, students must be equipped with knowledge and skills in managing maturity.
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Manangsa, Via Armu, Paidi Gusmuliana, and Eka Apriani. "Teaching English by Using Andragogy Approach for EFL Students." Journal of English Education and Teaching 4, no. 3 (September 2, 2020): 386–400. http://dx.doi.org/10.33369/jeet.4.3.386-400.
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This study aims to find out whether the English lecturer study program, in other words, has applied andragogy as teaching to people who have been considered adults. The lecturer uses andragogy as a good guide in conveying a knowledge that is focused on student experience, student needs and related to student personalization. Andragogy is instruction for adults to be more focused on the process and to reduce less on the content taught in learning. This article adopts the instruments of the victor cx wang article published in 2015. These findings indicate that lecturers are more directed towards students who become students-centered which are characterized by group discussions, lecturers only direct through lectures and encourage students to dialogue. This teaching method is in line with teaching andragogy which directs adult students to be independent in learning.
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Martinez, Iveris. "REFRAMING STUDENT EXPERIENCES AND ATTITUDES TOWARDS WORKING WITH OLDER ADULTS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 752–53. http://dx.doi.org/10.1093/geroni/igac059.2734.
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Abstract We are experiencing a shortage of trained health and social service providers to meet the needs of an aging society. However, few students have positive opportunities to work with older adults in their training. If they interact with older adults it is usually in end-of-life and nursing home care settings. We therefore need to find creative ways to motivate students in these fields to choose to work with older adults. We recruited students from health and social services programs to implement four health promotion projects at an older adult low-income residential community. We asked students (Nf22) to reflect on their experiences, and analyzed responses using a grounded theory approach. Myths regarding working with older adults included that they were mean, difficult, not technologically savvy, nor physically active. Initially nervous and uncertain about working with older adult prior to their experience, students gained confidence and had fun. They reported rewarding experiences, built relationships, and learned the benefits of prevention programs for older adults, and reconsidering their career trajectories to focus on working with older adults. Encouraging positive student experiences working with older adults can help prepare to develop the health and human services workforce for an aging society.
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Donahoe, Jana, Lisa Moon, and Kathy VanCleave. "Increasing Student Empathy Toward Older Adults Using the Virtual Dementia Tour." Journal of Baccalaureate Social Work 19, no. 1 (January 1, 2014): S—23—S—40. http://dx.doi.org/10.18084/basw.19.1.fv3222u1026517q3.
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Educators know too well the challenges of teaching BSW students about social work practice with older adults. Students hesitate to work with older adults due to personal fears about aging, lack of experiences with this population, or stereotypical misconceptions about older adults and nursing homes. It is apparent that many students have difficulty empathizing with older adults because they have never experienced what it is like to be an older adult with dementia. A solution to this problem is incorporating an immersive experiential learning simulation called the Virtual Dementia Tour (VDT) into BSW course content. The findings indicate that the VDT was an effective evidence-based learning tool for increasing student knowledge about aging and improving their empathy and sensitivity toward older adults with dementia.
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ARUĞASLAN, Emine. "Participation Profiles of Adult Undergraduate Students in Turkey." Journal of Higher Education and Science 11, no. 2 (August 31, 2021): 313–27. http://dx.doi.org/10.5961/jhes.2021.451.
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In recent years, the profile of the student population in higher education has changed and the number of adult students has begun to increase gradually. Considering this change, the need for a comprehensive examination of adult students having undergraduate education in Turkey has arisen. For this reason, this study has been conducted to determine participation dynamics of adult students who decided to take formal undergraduate education at the age of 25 or older in Turkey. In research, firstly, existing higher education policies and practices for adult students have been investigated. Then, in a research group, participation patterns of adult undergraduate students have been examined. The data used in this study was collected from 472 participants in a study group. Participation characteristics such as the reasons for participation, barriers to participation, program preference reasons of adults were investgated in the context of higher education.
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Garbarino, Jason T. "AGING IS VERY PERSONAL: INTERPROFESSIONAL GERONTOLOGY COURSE IMPROVING STUDENT ATTITUDES TOWARD OLDER ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S151. http://dx.doi.org/10.1093/geroni/igz038.542.
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Abstract Educational programs that foster the development of a robust healthcare workforce committed to the provision of exemplary care of older adults is vital. The Aging is Very Personal (AIVP) service learning gerontology course has demonstrated the ability to foster future student interest and improved attitudes towards working with older adults. The AIVP program provides mutual benefit for undergraduate students from a variety of health science majors and older adult resident volunteers at local senior living facilities. For students, AIVP serves as direct insight into the lived experience of aging among community older adults. Students are provided the opportunity to practice communication skills, relationship-building skills, and gain an understanding of the multitude of diverse needs within this population. Older adults who volunteer to participate in the activity are provided with the opportunity to speak to and actively engage with students and feel empowered by the opportunity to provide valuable life guidance. This presentation will provide a curricular overview of the steps required to construct, implement, and evaluate an interprofessional gerontology course. A review of student learning objectives, service-learning program construction, selected course topics, and student assignments will be presented. Attitudes and future interest in working with older adults measured in the initial interprofessional student cohort (n=106) will be presented. A pre-established, validated tool utilized to effectively measure student attitudes and interest pre/post-course participation will be reviewed.
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Lwin, May O., Shelly Malik, Vernon Beng Tat Kang, and Grace Peimin Chen. "Disparities in the impact of a community hypertension education programme across age, gender, race and housing type." Health Education Journal 77, no. 5 (May 7, 2018): 555–70. http://dx.doi.org/10.1177/0017896918760950.
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Objective: This study investigated the extent to which the efficacy of a hypertension awareness programme in Singapore may differ based on age, gender, race and housing type (as proxy for income). Method: Pre- and post-programme survey responses on blood pressure (BP) knowledge and beliefs from 9,960 grade 5 students were assessed. Post-programme responses from 5,361 adult family members were also evaluated. Results: Female students were more likely to show better BP knowledge and beliefs. As compared to Chinese students, Malay students had lower levels of BP knowledge and attitudes, while Indian students possessed stronger attitudes. Programme efficacy among students in the most affordable housing was the least favourable. In the adult family member sample, Malay and Indian adults had higher self-confidence and intention to measure their BP in the future than the Chinese. Adult respondents in the most affordable housing possessed the least favourable beliefs towards BP measurement. Older adults, men, Malays and residents in affordable housing types had higher odds of being found with hypertension when tested at home. Conclusion: Despite the same hypertension education programme being implemented, disparities in programme impact were apparent in both student and adult sample across race, housing type and, to a lesser extent, gender. Future interventions should consider these disparities when developing health education programmes.
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SILVA, Gisele Reinaldo da, and Gabrielle Bloomfield de SOUSA. "Inteligência Emocional: Educação Integral para o Exercício da Cidadania." INTERRITÓRIOS 6, no. 11 (August 6, 2020): 142. http://dx.doi.org/10.33052/inter.v6i11.247753.
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Este artigo estuda a Inteligência Emocional como pilar de práticas pedagógicas que fomentem a formação integral de estudantes, para além de conteudismos, de modo a prepará-los para o exercício da cidadania. Partiu-se de uma metodologia qualitativa e bibliográfica, cujo critério de seleção textual pautou-se na relevância temática de artigos, sobretudo, da plataforma SciELO, além de livros de autores especialistas na área. Objetiva-se conceituar Inteligência Emocional, justificar a urgência de sua presença no cenário atual, através da verificação de números de crianças e jovens em idade escolar que têm sido acometidos por diversas doenças psicossomáticas e salientar a necessidade de uma docência que se preocupe em desenvolver competências socioemocionais. Desta forma, a pesquisa contribui para que a escola seja agente de transformação por meio da apropriação da formação socioemocional, de modo a ressignificar seu papel social e proporcionar ação preventiva à incidência de doenças psicossomáticas em jovens e adultos brasileiros. Inteligência Emocional. Cidadania. Práticas Pedagógicas. Transtornos Mentais Comuns.ABSTRACT This article studies Emotional Intelligence as a pillar of pedagogical practices that promote the integral training of students, beyond content, in order to prepare them for the exercise of citizenship. It was based on a qualitative and bibliographic methodology, whose textual selection criterion was based on the thematic relevance of articles, especially on the SciELO platform, in addition to books by authors specialized in the field. The objective is to conceptualize Emotional Intelligence, justify the urgency of its presence in the current scenario, by verifying the numbers of school-age children and young people who have been affected by various psychosomatic diseases and to emphasize the need of a teaching that is committed with developing socioemotional skills. In this way, the research contributes for the school to be an agent of transformation through the appropriation of socioemotional training, in order to reframe it’s social role and provide preventive action to the incidence of psychosomatic diseases in young people and adults in Brazil. Emotional Intelligence. Citizenship. Pedagogical Practices. Common Mental Disorders.RESUMEN Este artículo estudia la Inteligencia Emocional como un pilar de prácticas pedagógicas que fomentan la formación integral de los estudiantes, más allá del contenido, para prepararlos para el ejercicio de la ciudadanía. Se basó en una metodología cualitativa y bibliográfica, cuyo criterio de selección textual se basó en la relevancia temática de los artículos, especialmente en la plataforma Scielo, además de libros de autores especializados en el área. El objetivo es conceptualizar la Inteligencia Emocional, justificar la urgencia de su presencia en el escenario actual, verificando el número de niños y jóvenes en edad escolar que han sido afectados por diversas enfermedades psicosomáticas y enfatizar la necesidad de enseñar sobre el desarrollo de habilidades socioemocionales. De esta manera, la investigación contribuye a que la escuela sea un agente de transformación a través de la apropiación de la formación socioemocional, con el fin de replantear su papel social y proporcionar medidas preventivas a la incidencia de enfermedades psicosomáticas en jóvenes y adultos brasileños. Inteligencia Emocional. Ciudadanía. Prácticas Pedagógicas. Trastornos Mentales Comunes.RIASSUNTO Questo articolo studia l'intelligenza emotiva come un pilastro delle pratiche pedagogiche che incoraggiano la formazione integrale degli studenti, oltre ai contenuti, al fine di prepararli all'esercizio della cittadinanza. Si basava su una metodologia qualitativa e bibliografica, il cui criterio di selezione testuale era basato sulla pertinenza tematica degli articoli, soprattutto, sulla piattaforma SciELO, oltre ai libri di autori specializzati nel settore. L'obiettivo è concettualizzare l'intelligenza emotiva, giustificare l'urgenza della sua presenza nello scenario attuale, verificando il numero di bambini e giovani in età scolare che sono stati colpiti da varie malattie psicosomatiche e sottolineare la necessità di insegnare che si occupano di sviluppare abilità socioemotional. In questo modo, la ricerca contribuisce a rendere la scuola un agente di trasformazione attraverso l'appropriazione della formazione socio-emotiva, al fine di riformulare il suo ruolo sociale e fornire azioni preventive all'incidenza delle malattie psicosomatiche nei giovani e negli adulti in Brasile. Intelligenza Emotiva. Cittadinanza. Pratiche Pedagogiche. Disturbi Mentali Comuni.
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Even-Zohar, Ahuva. "The “At Home” Program: Students Residing with Older Adults." SAGE Open 12, no. 1 (January 2022): 215824402210850. http://dx.doi.org/10.1177/21582440221085017.
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“At Home” is a program, in which students reside in the homes of older adults. Three studies were designed to evaluate the program. One study was a comparative quantitative investigation that used a cross-sectional survey design aimed at assessing ageism and knowledge of ageing among students. The other two studies were qualitative studies based on Interpretative Phenomenological Analysis, aimed at obtaining the perspective of the students and the older people. The main findings indicated satisfaction with the program among students and older adults as well, and the relationships often described by both sides as good and warm. The most common activities shared by the student and the older adult were watching television, eating dinner, having conversations, and going for walks. The contribution of the program for the older adults reflected in the relief of their loneliness. Among the students, the contribution reflected in familiarity with the world of older adults, the strengthening of intergenerational relationships, and the financial aid for their studies.
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Bushell, Mary, Jane Frost, Louise Deeks, Sam Kosari, Zahid Hussain, and Mark Naunton. "Evaluation of Vaccination Training in Pharmacy Curriculum: Preparing Students for Workforce Needs." Pharmacy 8, no. 3 (August 20, 2020): 151. http://dx.doi.org/10.3390/pharmacy8030151.
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Background: To introduce and evaluate a university vaccination training program, preparing final year Bachelor of Pharmacy (BPharm) and Master of Pharmacy (MPharm) students to administer vaccinations to children and adults in community pharmacy and offsite (mobile and outreach) settings. Methods: Final year BPharm and MPharm students were trained to administer intramuscular vaccinations to adults and children. The education program embedded in pharmacy degree curriculum was congruent with the requirements of the Australian National Immunisation Education Framework. The training used a mix of pedagogies including online learning; interactive lectures; and simulation, which included augmented reality and role play. All pharmacy students completing the program in 2019 were required to carry out pre- and post-knowledge assessments. Student skill of vaccination was assessed using an objective structured clinical assessment rubric. Students were invited to complete pre and post questionnaires on confidence. The post questionnaire incorporated student evaluation of learning experience questions. Results: In both cohorts, student vaccination knowledge increased significantly after the completion of the vaccination training program; pre-intervention and post-intervention mean knowledge score (SD) of BPharm and MPharm were (14.3 ± 2.7 vs. 22.7 ± 3.3; p < 0.001) and (15.7 ± 2.9 vs. 21.4 ± 3.2; p < 0.001) respectively. There was no difference between the BPharm and MPharm in the overall knowledge test scores, (p = 0.81; p = 0.95) pre and post scores respectively. Using the OSCA rubric, all students (n = 52) were identified as competent in the skill of injection and could administer an IM deltoid injection to a child and adult mannequin. Students agreed that the training increased their self-confidence to administer injections to both children and adults. Students found value in the use of mixed reality to enhance student understanding of the anatomy of injection sites. Conclusion: The developed vaccination training program improved both student knowledge and confidence. Pharmacy students who complete such training should be able to administer vaccinations to children and adults, improving workforce capability. Mixed reality in the education of pharmacy students can be used to improve student satisfaction and enhance learning.
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Pickard, Amy. "Accountability in Adult Basic Education: The Marginalization of Adults with Difficulty Reading." Journal of Literacy Research 53, no. 1 (January 23, 2021): 53–74. http://dx.doi.org/10.1177/1086296x20986910.
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Federal accountability policies requiring rapid, measurable outcomes have increasingly shaped the nature and type of public literacy services available to adults. However, little empirical research has explored the impact of accountability policies on program practice in adult basic education, and almost no research has focused on the effect on services for adults who have difficulty reading. This ethnographically grounded research article explores one publicly funded adult basic education program’s efforts to comply with federal accountability policy and the impact these efforts had on services for adults with difficulty reading. Findings suggest that efforts to comply with accountability policies resulted in instructional practices that limited students’ opportunities for substantive engagement with reading and in program policies that excluded students who did not produce outcomes from participation. The findings also suggest that in the context of accountability pressures, student marginalization became normalized as an ordinary part of practice.
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Swift, John Stewart. "RETENTION OF ADULT COLLEGE STUDENTS." NACADA Journal 7, no. 2 (September 1, 1987): 7–19. http://dx.doi.org/10.12930/0271-9517-7.2.7.
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There are many studies dealing with retention of traditional college-age students, but few about retention of adult students. Some of the reasons traditional college-age students withdraw, while others remain enrolled, can be found in that literature. What is lacking is data about adults who do not finish a degree program, data that indicate whether or not they follow the patterns that characterize traditional college-age students. In this article some of the reasons traditional college-age students withdraw are applied to adults, as summarized by a review of the literature. In addition to offering additional conclusions regarding adults who persist versus those who drop out, suggestions are given for increasing the retention of adult students.
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Zucchero, Renee', and Annaliet Delgado-Rodriguez. "TRANSFORMING AN INTERGENERATIONAL SERVICE-LEARNING PROJECT DURING THE COVID-19 PANDEMIC." Innovation in Aging 6, Supplement_1 (November 1, 2022): 389. http://dx.doi.org/10.1093/geroni/igac059.1531.
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Abstract The COVID-19 pandemic has required transformation in the delivery of higher education and pedagogy that is used. The Co-Mentoring Project links undergraduate Psychology of Aging students with older adult volunteers for an intergenerational service-learning experience. Prior to the pandemic, the Project was delivered via an in-person format. During the pandemic, the Project transitioned to a virtual format. Self-reported postproject evaluations from undergraduate students (n= 30) and older adults (n= 27) during the two academic years prior to the pandemic were compared to evaluations from students (n= 26) and older adults (n= 28) during two years of the pandemic. Mann-Whitney U Tests revealed no significant differences in older adult and student postproject evaluation outcomes between in-person and virtual formats. For example, there were no differences in older adult level of enjoyment between the in-person (Md= 5, n= 27) and virtual formats (Md= 5, n= 28), U = 405.00, z = .84, p = .40. Likewise, there no differences in student level of comfort interacting with older adults between in-person (Md= 5, n= 30) and virtual formats (Md= 5, n= 26), U = 389.00, z = -.02, p = .99. Qualitative information from the postproject evaluations indicated participants were glad to have had the opportunity to meet virtually during the pandemic, however they preferred an in-person format. These results support the conclusion that intergenerational service-learning can be successfully implemented virtually. This paper will describe the transformation of the Project from an in-person to virtual format, and advantages and disadvantages of both formats.
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Bertea, Iulian-Ciprian. "Motivating adults for vocational training and retraining." Univers Pedagogic, no. 4(76) (December 2022): 47–50. http://dx.doi.org/10.52387/1811-5470.2022.4.09.
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In this article we tried to define certain aspects of motivation in general, and of adult education in particular. Motivation is important both from the perspective of the adult student, but also from the perspective of the trainer. The challenges of adult education are multiple and constantly changing compared to children’s education, a standardized education. Adults participating in vocational training or retraining courses come with a different life experience and personal motivation than minor students. Specialized literature offers numerous definitions of the term „motivation”.
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Chychuk, Vadym. "Approaches to Training Teachers of Adults in the UK." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 74–79. http://dx.doi.org/10.1515/rpp-2015-0024.
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Abstract The article deals with the theoretical foundations of teacher training for adult students in the UK. It has been found out that the system of adult education is based on the andragogical approach that reveals patterns, psychological and pedagogical factors of effective learning. In applying the andragogical approach to adult education the following factors contribute to the learning process improvement: considering the motivation of adult learning, defining educational interests and needs of each adult student, the choice made by andragogue of the learning strategies and techniques designed to increase the professional level of adult education, practical implementation of knowledge and experience acquired by adult students in training process, taking into account the individual characteristics of each participant in the learning process, the desire to cooperate with the teacherandragogue. The theoretical basis of this process is the science of andragogics. It has been revealed that when working with an adult student, the following approaches are used: traditional didactic, problem-search, facilitating that are focused on the content and the learning process. Author determined specific approaches used in the UK for teaching adults, namely active, institutional, competence, synergy and others.
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Leahy, Kaitlyn S., and Tawnya D. Smith. "The self-directed learning of adult music students: A comparison of teacher approaches and student needs." International Journal of Music Education 39, no. 3 (February 2, 2021): 289–300. http://dx.doi.org/10.1177/0255761421991596.
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Adult music learners may expect to be more independent and therefore more inclined to engage in self-directed learning than younger learners; however, adults may not feel encouraged or supported to self-direct. In this qualitative study, the relationships between six adult instrumentalists and their teachers were examined using Grow’s Staged Self-Directed Learning (SSDL) Model to determine if there was congruence or a mismatch between individual student learning needs and their teachers’ strategies. Teachers reported a willingness to accommodate the self-direction needs of their students. Even in cases of teacher–student mismatch, more direction from the teacher was welcomed when they encountered technical difficulty or an unfamiliar style. Students who reported that they had little experience playing were more inclined to have low to moderate levels of self-direction, whereas more advanced players reported intermediate to high levels of self-direction. Cultural expectations were found to play an important role in determining if students desire to be self-directed learners. The quality of the teacher–student relationship and communication were both found to be an important determinant of successful collaboration. These findings suggest that the theoretical application of the SSDL model could provide teachers a means to assess and discern their adult students’ learning needs.
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Milidonis, Mary, Jane Keehan, Katherine Montgomery, Rebecca Deuley, Sara Formoso, and Karen Kopera-Frye. "Experience of Physical Therapy Students Mentoring Older Adults with Health Literacy Tools." Innovation in Aging 5, Supplement_1 (December 1, 2021): 821. http://dx.doi.org/10.1093/geroni/igab046.3013.
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Abstract Health literacy is a top priority for Healthy People 2030. Healthy People 2030 defines personal health literacy as “the degree to which individuals have the ability to find, understand, and use information and services to inform health-related decisions and actions for themselves and others.” The purpose is to understand the experience of physical therapy students using health literacy tools with older adults to promote the adoption of health literacy tools in healthcare encounters. This project analyzes the reflection responses from students using qualitative methods. The qualitative methods included student reflection papers, word clouds, and focus groups. Twelve students participated in focus groups/ reflections. Thirty-seven students participated in word clouds. Health literacy tools included plain language, teaching teach back and “Ask me 3”®. Students were taught by student leaders and faculty about the meaning of health literacy and oral communication tools. Pairs of students provided health education with health literacy tools to older adults. Students then participated in a small group reflection to create word clouds. Students answered questions and provided five words that best answer each question. Students believed the benefits of health literacy tools for older adults includes better learning, participation and engagement. Reasons to use health literacy in the future were improved older adult independence, education and adherence. Students completed reflections and interviews at the end of the year to detail their experience with the health literacy tools. The pedagogical approach highlighted the value of experiential learning for the students while mentoring older adults.
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Pariseault, Christine, Christina Whitehouse, and Melissa O’Connor. "Providing Experience for Undergraduate Nursing Students to Care for Older Adults: A Qualitative Study." Innovation in Aging 4, Supplement_1 (December 1, 2020): 546. http://dx.doi.org/10.1093/geroni/igaa057.1782.
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Abstract Care of the older adult can be complex and frequently influenced by ageism. Nursing students do not have the frequent opportunity to provide care for older adults. The purpose of this pilot study was to expose sophomore nursing students to older adults earlier and more often in the undergraduate curriculum by providing a unique clinical experience at St. Thomas of Villanova Monastery, a residential facility for retired Augustinian priests. This study examines the experience of students’ participation in this clinical experience. Qualitative content analysis of 12 student logs was conducted. Themes that emerged included: age-related changes, environmental considerations, psychosocial needs and changes, and consideration of gerontology as a career choice and existing bias. Students gained a valuable understanding of the unique age-related changes that older adults are experiencing. Early experiences are vital in the curriculum and provide enhanced engagement in gerontology.
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Danenberg, Mary A., Margaret Loos-Cosgrove, and Marie LoVerde. "Temporary Hearing Loss and Rock Music." Language, Speech, and Hearing Services in Schools 18, no. 3 (July 1987): 267–74. http://dx.doi.org/10.1044/0161-1461.1803.267.
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In order to investigate the effects of exposure to live rock music on the hearing of adolescents and adults attending a typical school dance, pre and postexposure binaural pure-tone air-conduction thresholds were obtained for 2,000, 4,000, and 6,000 Hz from 20 students (13 girls, 7 boys, ages 12 to 17 years) and 7 adult chaperones (37 to 43 years). All but one student and one adult experienced at least a 5 dB threshold shift at one or more frequencies, with average threshold shifts at all frequencies significant at the .05 level of confidence. Fifteen of the 19 students and all the adults who experienced shifts also reported tinnitus. Of the 6 subjects randomly selected to be retested 3 days postexposure, 4 demonstrated only partial recovery to preexposure thresholds. Implications of repeated rock music exposure are discussed.
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Kirk, Laura, Penny Kessler, Stephanie Gingerich, Sharon McGill, and Hanna Pryor. "Intergenerational Communication as Intervention: Social Isolation in Older Adults During COVID-19." Innovation in Aging 5, Supplement_1 (December 1, 2021): 78. http://dx.doi.org/10.1093/geroni/igab046.296.
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Abstract Social isolation and loneliness are prevalent and impactful in the lives of older adult across care settings, and the emergence of a deadly global pandemic requiring social distancing and quarantining exacerbated these experiences significantly in 2020. A semester-long communication-focused clinical project was developed and piloted for sophomore bachelor of nursing science (BSN) students during fall 2020. Affording preclinical nursing students the opportunity to develop communication skills early in their program of study holds potential, and learning the story of older adults appears to be mutually beneficial; older adults serve as mentors and share their story, and preclinical nursing students have an opportunity to learn about their mentor’s life, challenging some prevalent stereotypes about aging. A pre- post-clinical survey of student attitudes toward older adults suggests a dramatic positive shift in perspective, and unsolicited, anecdotal comments in student reflections support this finding: “...it helped me feel much more open to working with older adults in the future”; “This conversation taught me that my assumptions about the older generation are not always correct”. Of older adult participants, 96% reported the experience enriched and enhanced their social connectedness, with 88% requesting to participate in the program again. Narrative comments from residents indicated that their involvement enabled them to feel engaged and purposeful: “I was a mentor”; “Conversations were so alive. Connections with curious young people fill my heart and soul.” Intergenerational sharing of life stories has the potential for both healing and growth and may provide an antidote to ageism.
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Nguyên, Thanh Trúc T., and Lauren K. Mark. "Cyberbullying, Sexting, and Online Sharing." International Journal of Cyber Behavior, Psychology and Learning 4, no. 1 (January 2014): 76–86. http://dx.doi.org/10.4018/ijcbpl.2014010106.
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Schools are pushing to implement more technology use to promote student learning. Yet, adults may not be completely aware of the non-academic online activities students engage in, like cyberbullying, sexting, and online sharing. In this study, parents (N = 663) and educators (N = 548) from four US states were surveyed on their understanding and awareness of their children's/students' online activities. Adult awareness levels and perspectives were compared. Parents and educators were found to be similarly supportive of computer use adding value to student education, but significantly differed in their trust levels of students' computer usage, preparedness to talk to students about Internet safety issues, and comfort regarding students using online social media. Additionally, parents and educators differed significantly in their understanding of how sharing of explicit material occurs online.
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Dean, Gary J., Jan P. Eriksen, and Sherie A. Lindamood. "ADULTS IN MID-CAREER CHANGE: CASE STUDIES FOR ADVISORS." NACADA Journal 7, no. 1 (March 1, 1987): 16–26. http://dx.doi.org/10.12930/0271-9517-7.1.16.
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Adults are making mid-career changes more frequently today than ever before. According to Arbeiter et al., over 40,000 Americans are engaging in or anticipating a career change at some time in the future.1 Of these, 60% desire educational and career services. The National Center for Education Statistics reports that over 14,000,000 adults are currently enrolled in two- and four-year college credit courses.2 Three trends have i weased the importance of rumtraditional student programs in many universities across the country: 1) the increase in numbers and visibility of the adult, non-traditional college student population, 2) the stabilization or decrease in the size of the traditional, younger student population, and 3) the expanded services and offerings of programs and courses geared to nontraditional students.3 Thus, academic advisors must be able to understand the needs and motivations of adult learners and to develop advising skills and programs in response to these needs. The purpose of this paper is to outline some of the motivations and needs of both full-time and part-time adult learners who are in transition from work to school and to offer suggestions to academic advisors on how to meet those needs.
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Santi Oktarina, Putu. "IMPLEMENTASI METODE PROBLEM-BASED LEARNING (PBL) UNTUK OPTIMALISASI STUDENT-CENTERED LEARNING (SCL) DI PERGURUAN TINGGI." Jurnal Penjaminan Mutu 3, no. 1 (February 28, 2017): 76. http://dx.doi.org/10.25078/jpm.v3i1.94.
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<p><em>Students at higher education institutions are definitely adults who should be encouraged and given motivation </em><em>to be</em><em> the 'adult' learners. Each student has diverse characteristics that will make them ultimately bring different perspectives to the class (different types of backgrounds, learning styles, experiences, and aspirations). Therefore, educators are no longer possible to use conventional methods in cultivating the values to students to get them to be adult learners. The psychological condition of adults will encourage the teaching and learning process to be more directed to the Student-Centered Learning. This method is built on the principles of active learning constructive, some social activity, mental reflection, implementation of prior knowledge, and so forth. The learning process is a reflection cycle (about what happened), the idea of a thing (or something that needs to be tested), action (trial to do something), and outcomes (concrete experience). Problem-Based Learning method is an option that can be used to support the activities of Student-Centered Learning for the use of problems in the learning process can trigger the curiosity of students that will lead them to be able to solve their own problems by giving a definition of a certain problem and specify the collected information. In this way, students will try to associate the information they have and be able to specify the topics they will learn more.</em></p>
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Šuran, Ana, and Anita Zovko. "Opinions of Students on Adult Education in Croatia." Društvene i humanističke studije (Online) 7, no. 1(18) (March 4, 2022): 463–86. http://dx.doi.org/10.51558/2490-3647.2022.7.1.463.
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Adult education is an important part of the life of every individual and community because the acquisition of knowledge, skills, and competencies ensures the progress of society. Every state that strives for the development and creation of a knowledge society is aware of the importance of providing educational opportunities for people at all periods of human life. Croatia has long recognized the importance of adult education in the concept of lifelong learning. Following that, qualitative research was conducted to examine the opinions of 154 students of the teacher's module on adult education. Among other things, answers were given to questions related to student notions of adult education, the importance, and functions of adult education, the role of educators in adult education, the position and prospects of adult education in Croatia. Although it was expected that students-future professors will express positive opinions, perceptions, and expectations related to adult education, some of the students' answers are quite indicative and suggest that teacher education programs should certainly include content that deals with adult education to academic citizens became fully aware of its importance and acquired certain competencies for working with adults.
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Davies, Patricia M. "Student participation in school ICT policy-making: a case of students as researchers." Management in Education 25, no. 2 (April 2011): 71–77. http://dx.doi.org/10.1177/0892020611399609.
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Many questions have been raised about student voice as a channel for change. School Improvement — especially regarding information and communications technology (ICT) — is often driven by adult agendas, and even in the classroom students are least likely to be involved in bringing about change. This paper reports on a case of student action research at an independent secondary school in England. The student researchers analysed data they collected from students and teachers at their school, and from other international schools, about current ICT practices to develop policy statements on teaching and learning with ICT which they recommended to the school’s senior management team (SMT). Collaborating with these students was a consortium consisting of teachers and administrators at the school. Accounts of their data collection methods and their negotiations with adults on ‘improving ICT for the beneficiaries’ are presented as a model of student participation in school reform.
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Terhune, Katherina, Sara Conwell, Amy Danzo, Allyson Graf, and Suk-Hee Kim. "Supporting Educational Needs of Older Adult Learners: Strategies for Virtual Transitioning and Student Engagement." Innovation in Aging 5, Supplement_1 (December 1, 2021): 385. http://dx.doi.org/10.1093/geroni/igab046.1496.
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Abstract The pandemic has revealed a multitude of challenges disproportionately impacting older adults, including older adult learners. Institutions of higher education are uniquely positioned to respond to various challenges using the guiding framework of the Age-Friendly University global initiative. This presentation highlights how preexisting university student support practices and services were adapted to provide older adult learners with guidance for navigating their educational needs during the pandemic. Specifically, it expands on strategies utilized by Adult Learner Programs and Services to effectively pivot to virtual services to support the advising and programming needs of older adult learners. Survey data identifying areas of interest for virtual programming for older adult students will be explored. Recommendations will be discussed for promoting effective transitioning to virtual support systems, preserving student engagement and intergenerational learning, and advocating for aging to remain central to university diversity and inclusion initiatives.
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Fatima, Sadaf. "Teacher Centered Versus Student Centered Strategies for Undergraduate Students." Pakistan Armed Forces Medical Journal 72, no. 2 (May 1, 2022): 604–07. http://dx.doi.org/10.51253/pafmj.v72i2.3723.
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Objective: To compare the student-centred learning strategies with teacher-centred strategies in developing adult learning principles for medical students.
Study Design: Quasi-experimental study.
Place and Duration of Study: Ziauddin Medical College and Jinnah Medical & Dental College, Karachi, Nov 2017 to Oct 2018.
Methodology: The study participants included first and second-year medical students. They were divided into two groups. One group of students was recruited from a medical college having a hybrid curriculum through problem based learning and lectures. The other students were recruited from a college following a traditional curriculum through only teacher-centred strategies and lectures. The comparison between the two groups of students was based on adult learning principles. A questionnaire including 17 items from the principles of adult learning scale (PALS) was given to medical students. Out of 17 items from the principles of adult learning scale, 13 were related to student learning, and four were regarding teacher instruction. The students were asked to determine the teaching practices promoting the development of adult learning principles on a Likert scale from 0-5.
Results: In the learning section, the medical students having student-centred learning strategies had 28.16 ± 10.98 scores compared to students with teacher-centred strategies with a score of 33.73 ± 12.66 on the principles of adult learning scale. In the teacher instruction section, the score was 13.81 ± 3.76 in students with learner-centered strategies and 14.76 ± 3.79 in students with teacher-centred strategies.
Conclusion: The teacher-centred learning strategies promote the development of adult learning principles better than the student-centred strategies in medical students.
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Gugliucci, Marilyn, and Victoria Thieme. "Medical Students' Longitudinal Learning With Older Adults: Geriatrics Education Mentor Program." Innovation in Aging 4, Supplement_1 (December 1, 2020): 14. http://dx.doi.org/10.1093/geroni/igaa057.046.
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Abstract The University of New England College of Osteopathic Medicine (UNECOM) Geriatrics Education Mentor (GEM) Program is in its sixth year. It's a joint project between older community living adults and 2nd year medical students within the Osteopathic Clinical Skills course. The GEM program goal is to foster understanding and importance of the person/patient-provider relationship. Pairs of osteopathic medical students (N=87 +/- 5) were assigned to an older adult GEM (mentor) volunteer (N=87 +/-5) living within a 50 mile radius of UNECOM. Snowball sampling was used to recruit the GEMs; student participation is required. Four (4) home visits were conducted over 9 months with an assigned GEM; each visit included a new assignment. Students observed, summarized, and recorded experiences communicated by the GEM for each cumulative assignment. Data from assignments were “graded” and content analyses of open ended evaluation/summary questions were conducted. This program is UNE IRB approved. Student pairs completed all assignments. Assignments analysis on Blackboard revealed that students developed respect and awareness of life and medical experiences of the GEM; expressed understanding of the GEM’s life experiences and goals for what “matters most”. Relationships with older adults were established while students maintained professionalism and succeeded in competent and confident interactions. Documentation review from the 4 assignments aided in building students’ geriatrics knowledge, attitudes and skills. Pre-clinical medical education tends to be episodic; providing an opportunity to establish longitudinal assignments over the course of the academic year with the same older adult augments relationship skills and learning in geriatrics.
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Martin, Patricia E., and Barry G. Sheckley. "Indicators of Client Satisfaction in Academic, Career, and Personal Counseling in Higher Education." Journal of College Student Retention: Research, Theory & Practice 1, no. 4 (February 2000): 289–310. http://dx.doi.org/10.2190/nhkq-cff6-3ug7-hx3d.
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There will be an increasingly older cast to American society during the next twenty to thirty years. Middle-aged and older Americans will face numerous changes in the workplace, including technological change, a global economy, lack of promotional opportunities, and layoffs. As a result of these changes, many adult workers will chose to enter or re-enter college programs to upgrade their employment skills. Personnel within institutions of higher education, including those in the counseling office, may not be fully prepared to serve these older students who will need assistance with their transition to college. Without such aid, these students might drop out of higher education, exacerbating the retention problem faced by many colleges. The retention literature indicates that the identification of and commitment to career goals as well as the development of relationships with the institution are two important contributors to the retention of college students. Additionally, the literature on the adult student has focused on the need for supportive counseling 1) to help adult students establish and navigate their personal relationship to the institution, and 2) assist them to resolve conflicts that may accompany their transition to college. If they are to help adults persist in their college programs, counselors need to know how to best address the problems and issues these older learners face. Counselors need to know the outcome of their counseling sessions with adults, so they can ascertain the best methods and processes to utilize; a common method used to assess outcome is client satisfaction, a form of self-report. This study explored three research questions: Among students who use counseling services, 1) To what extent can a combination of environmental (i.e., social climate), demographic (i.e., age, individual differences), and process (i.e., number of sessions) variables predict client satisfaction; 2) To what extent does client satisfaction differ between men and women; 3) To what extent can reason for attending counseling sessions (i.e., personal, vocational, educational) predict client satisfaction. Analyses were conducted using hierarchical multiple regression (Question 1), ANOVA (Question 2), and standard multiple regression (Question 3). The research sample consisted of 199 students at a comprehensive state university who attended at least one session of counseling. The results indicated that the relationship (cohesion) between a counselor and client is the most significant factor in a student's satisfaction with counseling, whether the student is an adult student or one of traditional age. For this reason, institutions of higher education should strive to develop a sense of cohesion, in the form of close relationships, with its students. Programmatic strategies, including those for adult students, are discussed.
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Wilcoxon, S. Allen, Cynthia W. Wilcoxon, and Carroll M. Tingle. "Enriching the adult student environment (EASE): A counseling group for adult students." Journal for Specialists in Group Work 14, no. 1 (March 1989): 40–45. http://dx.doi.org/10.1080/01933928908411885.
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Karge, Belinda Dunnick, Kathleen M. Phillips, Tammy Jessee, and Marjorie McCabe. "Effective Strategies For Engaging Adult Learners." Journal of College Teaching & Learning (TLC) 8, no. 12 (November 22, 2011): 53. http://dx.doi.org/10.19030/tlc.v8i12.6621.
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Innovative methods in teaching should be used in every college classroom to enhance student engagement, support any teaching environment and encourage inquiry among learners. Adults learn best by participation in relevant experiences and utilization of practical information. When adult students are active in their learning they are able to develop critical thinking skills, receive social support systems for the learning, and gain knowledge in an efficient way. The authors highlight several exemplary strategies for adult learners including, Think-Pair-Share, Tell -Help-Check, Give One, Get One, and the Immediate Feedback Assessment Test.
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Getz, Marjorie. "'We Had More in Common Than I Thought': Scamming as an Undergraduate Service Learning Topic Involving Older Adults." Innovation in Aging 5, Supplement_1 (December 1, 2021): 753–54. http://dx.doi.org/10.1093/geroni/igab046.2795.
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Abstract An ongoing activity that cuts across several courses in the Gerontology Certificate Program at our College is the completion of implicit association exercises focused on age. Most college students show a distinct preference for those who are younger adults. It is difficult to get across to these students that the construct of being an adult is appropriate for all people beyond adolescence without relevance to age. College students enrolled in healthcare programs often have distorted views of aging and may not fully appreciate that all adults may share common aspects of their current lives. We describe qualitative analyses of reflections taken from an undergraduate psychology course that included a service learning component involving older adult learners. The service learning lessons focused on victimization associated with fraud and scamming. The classroom structure involved round table discussions with direct contact between college students, older adults and local law enforcement personnel. Reflective practices were used to integrate course content (development in adulthood) into this service learning activity. We report on qualitative data taken from student reflections. Content analyses of reflective essays identified five themes which operated to produce stronger identification between age groups: frequency of being scammed across all 21 participants; insight that learning continues across the lifespan; understanding that broad learning challenges impact people (for different reasons) at both ends of the adult age spectrum; respect for adoption of strategies that facilitate learning/compensate for cognitive changes that occur with aging; acknowledgement that familiarity breaks down barriers between people.
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Hebdon, Megan Thomas, Christina Wilson, Catherine Bernier-Carney, Jacqueline Telonidis, and susan Chase-Cantarini. "IPE in LTC Immersion Experience: Creating a Bridge to Careers in Long-Term Care." Innovation in Aging 5, Supplement_1 (December 1, 2021): 107. http://dx.doi.org/10.1093/geroni/igab046.409.
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Abstract The Utah Geriatric Education Consortium seeks to enhance healthcare provider workforce capacity. The purpose of our interprofessional education (IPE) in Long Term Care (LTC) course is to enhance students’ understanding of team-based care for older adults, presenting avenues for career opportunities. The course was offered via distance learning technology to adapt to the COVID-19 pandemic. Health sciences students (n=55) enrolled in the course and completed pre- and post-course work asynchronously. The course also included a two-hour virtual session in partnership with a LTC interprofessional team with a resident case study and discussion using the 4M’s Framework. We will discuss the a) COVID-19 course adaptations, b) IPE case study using the 4M’s Framework to help students conceptualize older adult care, and c) student pre- and post-course discussion responses demonstrating their prior experience with older adults and course impact on their views about caring for older adults in LTC settings.
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O’Connor, Melissa, and Melissa O’Connor. "Innovations in Gerontology Education: A Multifaceted Approach." Innovation in Aging 4, Supplement_1 (December 1, 2020): 545–46. http://dx.doi.org/10.1093/geroni/igaa057.1779.
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Abstract By 2030, older adults are projected to outnumber children. This growth among older adults presents both opportunities and challenges on how to care for this unprecedented older adult population. In 2010, there were 7.2 family caregivers for every person 80 and older; this is expected to fall to 3 by 2050. Many older adults are at risk of becoming an elder orphan - someone aging alone with no family available to address their caregiving needs. This underscores the urgent need for the education of nurses who are prepared to care for older adults with complex social and health needs, many of whom are suffering from three to five chronic conditions. This symposium highlights cutting-edge research designed to transform nursing education to better prepare students to advance the health of older adults. Our first presentation describes ageism among undergraduate students and innovative curricula to positively influence their preference for working with older adults. Next, the groundbreaking tool-kit that encourages self-reflection on beliefs about aging and reframes how students view older adults. Third, the qualitative results of a collaborative learning experience designed to introduce students earlier and more often to older adults. Finally, findings from a student-led study investigating the unique needs of caregivers of older adults with diabetes highlights the importance of funding students to conduct research related to older adults. Our symposium ends with a discussion of how these approaches are transforming nursing education to adequately prepare nurses to improve the health and health care of older adults.
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Przepiorka, Aneta M., Agata Blachnio, and Juan F. Díaz-Morales. "I will do it tomorrow! Exploring the dimensionality of procrastination in Poland." Time & Society 28, no. 1 (December 1, 2016): 415–37. http://dx.doi.org/10.1177/0961463x16678251.
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The aim of this study was to analyze the psychometric properties of the widely used general procrastination, decisional procrastination, and adult inventory of procrastination scales in both undergraduate and adult Polish populations. Polish versions of these scales were filled out by 390 student and 513 adult participants. Principal component analysis indicated one-factor structure for each scale. The pattern of loadings was congruent between student and adult samples. The item-total correlation coefficients were adequate in each sample, with higher Cronbach's alpha values in adults compared to students, who reported higher procrastination scores in general procrastination and decisional procrastination scales. Confirmatory factor analysis showed that the unidimensional model emerged as the best fit when the three scales were considered together. The results of the study suggest that Polish versions of the three procrastination scales are effective and reliable and contribute to the international debate about the dimensionality of procrastination.
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Leedahl, Skye, Erica Estus, Kristin Fratoni Souza, and Alexandria Capolino. "SEVEN YEARS OF IMPLEMENTING AN INTERGENERATIONAL PROGRAM WITH UNIVERSITY/COMMUNITY PARTNERSHIPS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 266. http://dx.doi.org/10.1093/geroni/igac059.1056.
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Abstract The University of Rhode Island Engaging Generations Cyber-Seniors Program was first implemented in the fall semester of 2015. URI students from 15+ majors have supported the digital competency of older adults in Rhode Island each semester and summer session since its inception. Gradually over time, we modified and expanded this in-person program to meet student, older adult, community partner, and faculty needs. The pandemic led to our program expanding exponentially due to new grant funding opportunities, new partnerships, and student interest. This presentation will address strengths and challenges of implementing this program state-wide in a small, mostly urban state with community partners, mostly involving senior centers. We will describe moving from in-person to phone/virtual and now to a hybrid model. Last, we will explain the program’s efforts to conduct formative and summative evaluation research to assess program output and examine outcomes for students and older adults in the program.
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Majumder, Amita, and Chayanika Mitra. "Gender bias in household education expenditure: the case of West Bengal." Indian Growth and Development Review 9, no. 2 (November 14, 2016): 129–50. http://dx.doi.org/10.1108/igdr-04-2016-0018.
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Purpose This paper aims to detect gender bias in education expenditure on “students”, who are children and young adults, in a household in the rural and the urban sectors of West Bengal. Outlay equivalent ratios have been calculated using the Engel curve approach, where the budget share function is log quadratic in income, to identify items relating exclusively to education of school/college going students. Heckman’s (1979) two-step procedure is used for estimation to address selection bias The 68th round (July 2011 to June 2012) household level consumption expenditure survey data of the National Sample Survey Organisation have been used for the analysis. Design/methodology/approach Engel curve approach is used to capture parental preference for student’s welfare and to find the existence of male student favouritism in the field of education. In case of exclusive adult goods, the addition of a student will reduce the resource allocated for adult goods leading to negative income effect. If a household favours males over females, then that household is likely to sacrifice more for a male student’s education than that for a female student. To address selection bias, Heckman’s two-step procedure has been used. Findings The authors find that not all education items relate exclusively to students of a household. Expenditure on books is not exclusively for students, whereas other educational items, such as stationary and photocopy charges, tuition fees and private coaching fees, are found to be students’ items only. Transport cost is found to be an adult good. Further, we find evidence of pro male bias in expenditure on educational items, and the extent of gender bias is more in the urban sectors compared to the rural sectors in West Bengal. Originality/value The objective of this paper is to identify the educational items exclusively for “students” and to test the difference in the allocation of resources in education, with respect to these items, between a male student and a female student for both sectors in West Bengal, using the outlay equivalent ratios.
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Massey, William V., Megan B. Stellino, Megan Holliday, Travis Godbersen, Rachel Rodia, Greta Kucher, and Megan Wilkison. "The impact of a multi-component physical activity programme in low-income elementary schools." Health Education Journal 76, no. 5 (April 11, 2017): 517–30. http://dx.doi.org/10.1177/0017896917700681.
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Objective: To identify the effects of a structured and multifaceted physical activity and recess intervention on student and adult behaviour in school. Design: Mixed-methods and community-based participatory approach. Setting: Large, urban, low-income school district in the USA. Methods: Data were collected at three time points over a 1-year period. Sources included recess observations at four elementary schools, in-class behavioural observations of fifth-grade students ( n = 21) and focus groups with fourth- and fifth-grade students ( n = 75). Results: Results suggested an increased amount of positive interactions between adults and students and a decreased amount of conflict in the playground post intervention. Results also suggested that a peer-leadership training programme had beneficial effects on students’ classroom behaviour. Conclusion: Results from this study provide evidence that school recess can be used to teach social–emotional competencies that can impact student behaviour during recess and in the classroom.
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Picella, David, and Diana Woods. "Clinical Geriatrics as a Team Sport: Fostering Interprofessional Experiences in the Community." Innovation in Aging 5, Supplement_1 (December 1, 2021): 820. http://dx.doi.org/10.1093/geroni/igab046.3010.
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Abstract Team-based care is necessary to provide better healthcare outcomes for the complex needs of older adults. Shared clinical learning experiences prepare practitioners to work in collaborative partnership to achieve optimal outcomes. To promote collaborative partnership, we established interprofessional community based clinical experiences with older adults at home, in assisted living and in skilled nursing facilities. One nurse practitioner faculty member was paired with 2 students for each clinical experience day. Initially these were face-to-face encounters, however, with the onset of COVID-19, all high-risk encounters were converted to a virtual modality. The clinical encounters focused on the Age Friendly Model (4M). Post clinical discussions and recommendations focused on interprofessional treatment plans. A REDCap(TM) survey was completed by all student participants for program evaluation. Of the 14 surveys sent, 11 were completed; 10 (77%) females; 3 (23%) males; 7 (50%) family practitioner students; 7 (50%) adult-gerontology nurse practitioner students. Four had previous home health experience (14%), and 10 had none (86%). 4M Likert scale (1-5) means were “what matters” = 4.27, medications = 4.18, mentation = 4.09, and mobility = 4.09. Students found the overall experience valuable (mean = 4.27). Of 11 students, 3 (27%) were involved telehealth experiences. Students found real community based clinical experiences to be very enlightening, offering a different perspective, and altering their appreciation for the everyday life of the older adult. Future plans include adding social work and physical therapy students to these clinical experiences to enhance interprofessional education.