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Gerontology & Geriatrics Education Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/wgge20
The Three-Legged Stool: Linkages Among Education, Research, and Practice in Gerontology and Geriatrics a
Patricia J. Kolb PhD a
Department of Social Work, Lehman College, CUNY, Bronx, New York Accepted author version posted online: 12 May 2015.
Click for updates To cite this article: Patricia J. Kolb PhD (2015) The Three-Legged Stool: Linkages Among Education, Research, and Practice in Gerontology and Geriatrics, Gerontology & Geriatrics Education, 36:3, 223-225, DOI: 10.1080/02701960.2015.1048854 To link to this article: http://dx.doi.org/10.1080/02701960.2015.1048854
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &
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Conditions of access and use can be found at http://www.tandfonline.com/page/termsand-conditions
Gerontology & Geriatrics Education, 36:223–225, 2015 Copyright © Taylor & Francis Group, LLC ISSN: 0270-1960 print/1545-3847 online DOI: 10.1080/02701960.2015.1048854
Downloaded by [Ecole Hautes Etudes Commer-Montreal] at 23:42 10 August 2015
FOREWORD
The Three-Legged Stool: Linkages Among Education, Research, and Practice in Gerontology and Geriatrics This Gerontology & Geriatrics Education special issue, “The Three-Legged Stool: Linkages Among Education, Research, and Practice in Gerontology and Geriatrics,” is a key initiative of the Gerontological Society of America’s (GSA) Research, Education, and Practice Committee (REP), the only GSA committee with membership from GSA and Association for Gerontology in Higher Education (AGHE). The committee’s focus is encouragement, development, and promotion of linkages among gerontological research, education, and practice. The conceptual and research-based articles in this issue address achievements and barriers to building the “three-legged stool” of linkages among research, education, and practice, with special emphasis on roles and functions of education. Many of the authors address essential considerations for developing these linkages for multidisciplinary evidence-based practice (EBP). Highlighting roles of education in EBP, Kolb and Conway identify barriers to EBP in community-based programs for older adults; use of education to address gaps among education, research, and practice for EBP; culturally competent EBP; and educational approaches for implementation of EBP in community programs. They identify tools for education for EBP and initiatives promoting education for EBP. Consistent with Kolb and Conway’s conceptualization of EBP, Chapin, Sellon, and Wendel-Hummell propose that the gap in transmission of research into practice often reflects differing goals and priorities, different knowledge bases and skill sets, and lack of recognition of limits of agency and community resources. They recommend that a strengths-based framework is useful for highlighting the strengths of each partner and providing a foundation for building collaboration. The authors offer the Reclaiming Joy Peer Support Program (RJPSP) as a case study in gerontological social work to demonstrate application of the strengths perspective in a real-life research setting. RJPSP is a collaboration among human service practitioners, older adults, university researchers/educators, and students to provide peer support to reduce depression in older adults. A peer support program, RJPSP 223
Downloaded by [Ecole Hautes Etudes Commer-Montreal] at 23:42 10 August 2015
224
P. J. Kolb
matches an older adult experiencing symptoms of depression with a trained older adult who provides assistance in working toward self-determined, strengths-based goals. Evaluative research indicates significant decreases in symptoms of depression, as well as increases in quality of life through improvements in health and functioning. Participating faculty and doctoral students gained new perspectives for educating practitioners and researchers. Muramatsu, Madrigal, Berbaum, Henderson, Jurivich, Zanoni, Marquez, and Madrid also describe evidence-based interventions in which older adults actively collaborate with service providers. They describe the Promoting Seniors’ Health with Home Care Aides pilot project that is a partnership to deliver a safe physical activity program appropriate for frail older adults. The program is delivered by home care aides (HCAs) in clients’ homes in a real-life Medicaid-funded home care program using a single group preand posttest research design. Colearning, a two-directional learning process, takes place during the research process and provides experiential informal learning that is a by-product of research that can also be probed intentionally. The project provides opportunities for students to experience multiple components of the project, and the university-based interdisciplinary research team learns about the results of the program from HCA–-client dyads and those working with the dyads. Dauenhauer, Glose, and Watt address interdisciplinary collaboration in development, delivery, and outcomes of an interprofessional evidence-based falls prevention course for undergraduate and graduate students. The Matter of Balance (MOB) program is the foundation of the course and subsequent interventions delivered by students to older adults. In-class and service learning education taught students to use an evidence-based approach with outcomes tied to improved health in the target population of older adults. Students achieved the needed educational competencies that were measured by a questionnaire pre- and postcourse completion and were reflected in the falls prevention results for the community-dwelling older adults receiving student services. The results support the premise that MOB delivered by trained students may be an effective intervention to assist older adults with the management of falls and related concerns. In their article, Kolomitro, Stockley, Egan, and MacDonald describe interdisciplinary development and evaluation of the Technology Evaluation in the Elderly Networks (TVN) Interdisciplinary Training Program, a program of the Networks of Centres of Excellence in Canada. The mission of TVN is to improve care of older adults who are seriously ill and/or frail and support their families and caregivers through their participation in research related to health care tools, technology, and interventions. The TVN program provides experiential learning experiences to trainees from approximately 23 different disciplines. A thematic analysis of responses to a training-planning questionnaire that was administered to the first eight recipients of the TVN Fellowship was conducted, and there is ongoing evaluation of the program.
Downloaded by [Ecole Hautes Etudes Commer-Montreal] at 23:42 10 August 2015
Foreword
225
Meeks, Getz, Hess, Kostiwa, Ludwin, Rodgers, and Shah describe how a rigorous clinical trial in nursing homes provides scientific findings and additional benefits related to education and practice. They identify the BEACTIV Project as a model for addressing the need for increased specialist and generalist training in mental health care of older adults. Undergraduate and doctoral students develop appreciation of the relationship between science and practice, observe the culture of older adults in nursing homes, develop and adapt clinical skills, and develop skills for interdisciplinary team collaboration. BE-ACTIV interventions include individual therapy sessions delivered by a mental health professional and activities provided by staff members who have been trained in understanding and responding to depression and the BE-ACTIV intervention. Residents receiving BE-ACTIV interventions were significantly more likely than residents in the control facilities to achieve remission from major depression. I am extremely grateful to the authors, editors, and reviewers who have devoted extensive time and effort to developing this Gerontology & Geriatrics Education special issue. I am optimistic that readers will use knowledge gained from this issue in developing linkages among education, research, and practice in their work in gerontology and geriatrics. Patricia J. Kolb, PhD Department of Social Work, Lehman College, CUNY Bronx, New York
Gerontology & Geriatrics Education Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/wgge20
The Three-Legged Stool: Linkages Among Education, Research, and Practice in Gerontology and Geriatrics a
Patricia J. Kolb PhD a
Department of Social Work, Lehman College, CUNY, Bronx, New York Accepted author version posted online: 12 May 2015.
Click for updates To cite this article: Patricia J. Kolb PhD (2015) The Three-Legged Stool: Linkages Among Education, Research, and Practice in Gerontology and Geriatrics, Gerontology & Geriatrics Education, 36:3, 223-225, DOI: 10.1080/02701960.2015.1048854 To link to this article: http://dx.doi.org/10.1080/02701960.2015.1048854
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &
Downloaded by [Ecole Hautes Etudes Commer-Montreal] at 23:42 10 August 2015
Conditions of access and use can be found at http://www.tandfonline.com/page/termsand-conditions
Gerontology & Geriatrics Education, 36:223–225, 2015 Copyright © Taylor & Francis Group, LLC ISSN: 0270-1960 print/1545-3847 online DOI: 10.1080/02701960.2015.1048854
Downloaded by [Ecole Hautes Etudes Commer-Montreal] at 23:42 10 August 2015
FOREWORD
The Three-Legged Stool: Linkages Among Education, Research, and Practice in Gerontology and Geriatrics This Gerontology & Geriatrics Education special issue, “The Three-Legged Stool: Linkages Among Education, Research, and Practice in Gerontology and Geriatrics,” is a key initiative of the Gerontological Society of America’s (GSA) Research, Education, and Practice Committee (REP), the only GSA committee with membership from GSA and Association for Gerontology in Higher Education (AGHE). The committee’s focus is encouragement, development, and promotion of linkages among gerontological research, education, and practice. The conceptual and research-based articles in this issue address achievements and barriers to building the “three-legged stool” of linkages among research, education, and practice, with special emphasis on roles and functions of education. Many of the authors address essential considerations for developing these linkages for multidisciplinary evidence-based practice (EBP). Highlighting roles of education in EBP, Kolb and Conway identify barriers to EBP in community-based programs for older adults; use of education to address gaps among education, research, and practice for EBP; culturally competent EBP; and educational approaches for implementation of EBP in community programs. They identify tools for education for EBP and initiatives promoting education for EBP. Consistent with Kolb and Conway’s conceptualization of EBP, Chapin, Sellon, and Wendel-Hummell propose that the gap in transmission of research into practice often reflects differing goals and priorities, different knowledge bases and skill sets, and lack of recognition of limits of agency and community resources. They recommend that a strengths-based framework is useful for highlighting the strengths of each partner and providing a foundation for building collaboration. The authors offer the Reclaiming Joy Peer Support Program (RJPSP) as a case study in gerontological social work to demonstrate application of the strengths perspective in a real-life research setting. RJPSP is a collaboration among human service practitioners, older adults, university researchers/educators, and students to provide peer support to reduce depression in older adults. A peer support program, RJPSP 223
Downloaded by [Ecole Hautes Etudes Commer-Montreal] at 23:42 10 August 2015
224
P. J. Kolb
matches an older adult experiencing symptoms of depression with a trained older adult who provides assistance in working toward self-determined, strengths-based goals. Evaluative research indicates significant decreases in symptoms of depression, as well as increases in quality of life through improvements in health and functioning. Participating faculty and doctoral students gained new perspectives for educating practitioners and researchers. Muramatsu, Madrigal, Berbaum, Henderson, Jurivich, Zanoni, Marquez, and Madrid also describe evidence-based interventions in which older adults actively collaborate with service providers. They describe the Promoting Seniors’ Health with Home Care Aides pilot project that is a partnership to deliver a safe physical activity program appropriate for frail older adults. The program is delivered by home care aides (HCAs) in clients’ homes in a real-life Medicaid-funded home care program using a single group preand posttest research design. Colearning, a two-directional learning process, takes place during the research process and provides experiential informal learning that is a by-product of research that can also be probed intentionally. The project provides opportunities for students to experience multiple components of the project, and the university-based interdisciplinary research team learns about the results of the program from HCA–-client dyads and those working with the dyads. Dauenhauer, Glose, and Watt address interdisciplinary collaboration in development, delivery, and outcomes of an interprofessional evidence-based falls prevention course for undergraduate and graduate students. The Matter of Balance (MOB) program is the foundation of the course and subsequent interventions delivered by students to older adults. In-class and service learning education taught students to use an evidence-based approach with outcomes tied to improved health in the target population of older adults. Students achieved the needed educational competencies that were measured by a questionnaire pre- and postcourse completion and were reflected in the falls prevention results for the community-dwelling older adults receiving student services. The results support the premise that MOB delivered by trained students may be an effective intervention to assist older adults with the management of falls and related concerns. In their article, Kolomitro, Stockley, Egan, and MacDonald describe interdisciplinary development and evaluation of the Technology Evaluation in the Elderly Networks (TVN) Interdisciplinary Training Program, a program of the Networks of Centres of Excellence in Canada. The mission of TVN is to improve care of older adults who are seriously ill and/or frail and support their families and caregivers through their participation in research related to health care tools, technology, and interventions. The TVN program provides experiential learning experiences to trainees from approximately 23 different disciplines. A thematic analysis of responses to a training-planning questionnaire that was administered to the first eight recipients of the TVN Fellowship was conducted, and there is ongoing evaluation of the program.
Downloaded by [Ecole Hautes Etudes Commer-Montreal] at 23:42 10 August 2015
Foreword
225
Meeks, Getz, Hess, Kostiwa, Ludwin, Rodgers, and Shah describe how a rigorous clinical trial in nursing homes provides scientific findings and additional benefits related to education and practice. They identify the BEACTIV Project as a model for addressing the need for increased specialist and generalist training in mental health care of older adults. Undergraduate and doctoral students develop appreciation of the relationship between science and practice, observe the culture of older adults in nursing homes, develop and adapt clinical skills, and develop skills for interdisciplinary team collaboration. BE-ACTIV interventions include individual therapy sessions delivered by a mental health professional and activities provided by staff members who have been trained in understanding and responding to depression and the BE-ACTIV intervention. Residents receiving BE-ACTIV interventions were significantly more likely than residents in the control facilities to achieve remission from major depression. I am extremely grateful to the authors, editors, and reviewers who have devoted extensive time and effort to developing this Gerontology & Geriatrics Education special issue. I am optimistic that readers will use knowledge gained from this issue in developing linkages among education, research, and practice in their work in gerontology and geriatrics. Patricia J. Kolb, PhD Department of Social Work, Lehman College, CUNY Bronx, New York
