Fruhauf Christine A, Jarrott Shannon E, Lambert-Shute Jennifer J
Department of Human Development and Family Studies, Colorado State University, Fort Collins, CO 80523-1570, USA.
Gerontol Geriatr Educ. 2004;25(1):37-52. doi: 10.1300/J021v25n01_03.
Service-Learning can be a rewarding and challenging experience for students. One of the rewards for students can be the connection between their course work and real life experience. However, students interacting with populations with which they have limited prior experience face unique challenges. We developed a training program designed to facilitate comfort with older adults who have dementia for service-learners in a gerontology course who were serving at an Adult Day Services (ADS) program. Students in the course completed pre- and post-surveys assessing level of contact with older adults and attitudes on aging. Service-learners serving at the ADS comprised the treatment group (n = 5) while those serving at other S-L sites made up the control group (n = 11). Independent and paired sample t-tests indicated that the training program contributed to intra-individual and group differences in comfort working with older adults and with adults who are cognitively impaired. Differences in attitudes about older adults were also identified. Implications for adult development courses involving S-L at dementia care programs are discussed.
对于学生来说，服务学习可能是一次有意义且具有挑战性的经历。学生的一项收获可能是他们的课程作业与现实生活经历之间的联系。然而，与他们此前经验有限的人群进行互动的学生面临着独特的挑战。我们为老年学课程中在成人日间服务（ADS）项目中服务的服务学习者开发了一个培训项目，旨在促进他们与患有痴呆症的老年人相处时感到自在。该课程的学生完成了前后调查，评估与老年人的接触程度以及对衰老的态度。在ADS服务的服务学习者组成了治疗组（n = 5），而在其他服务学习场所服务的学生组成了对照组（n = 11）。独立样本t检验和配对样本t检验表明，该培训项目促成了在与老年人以及认知受损成年人相处时的自在程度方面的个体内差异和组间差异。还发现了对老年人态度上的差异。讨论了在痴呆症护理项目中涉及服务学习的成人发展课程的意义。
