Karasik Rona J
Department of Community Studies, Gerontology Program, St Cloud State University, St Cloud, MN 56301-4498, USA.
J Am Med Dir Assoc. 2007 Jun;8(5):284-9. doi: 10.1016/j.jamda.2007.02.012.
More and more students and community partners in the areas of gerontology and geriatrics are participating in service-learning experiences. The types of service-learning projects are wide-ranging, as are the potential benefits to students and community agencies. Harvesting such benefits, however, requires careful consideration and participation both from the academic institution and the community agencies. Effective collaborations begin with a shared understanding of the approach, open discussion of the expected outcomes, and a willingness to address potential challenges. In addition, special considerations (eg, working with older adults, HIPAA) need to be taken into account when developing and maintaining service-learning in gerontology and geriatrics. The following examines essential elements in each of these areas, with the goal of promoting positive service-learning outcomes in gerontology and geriatrics. Particular attention is paid to service-learning in long-term care and similar settings.
越来越多老年学和老年医学领域的学生及社区合作伙伴参与到服务学习体验中。服务学习项目的类型广泛，对学生和社区机构的潜在益处也多种多样。然而，要收获这些益处，学术机构和社区机构都需要仔细考虑并参与其中。有效的合作始于对方法的共同理解、对预期成果的公开讨论，以及应对潜在挑战的意愿。此外，在开展和维持老年学和老年医学领域的服务学习时，需要考虑特殊因素（如与老年人合作、健康保险流通与责任法案）。以下探讨这些领域中每个领域的基本要素，目标是促进老年学和老年医学领域积极的服务学习成果。特别关注长期护理及类似环境中的服务学习。
