McGovern Justine
Lehman College Department of Social Work, The City University of New York , Bronx , USA.
Gerontol Geriatr Educ. 2019 Oct-Dec;40(4):508-518. doi: 10.1080/02701960.2018.1489249. Epub 2018 Jun 29.
Building on a student-led digital storytelling project, the author suggests that expanding definitions of two core constructs of social work education and practice, experiential learning and cultural competence, can improve outcomes for diverse older clients by increasing competence in multicultural gerontology practice. Using a variety of media, digital storytelling focuses on stories that are not often heard, like those of diverse older adults. Student-led projects provide opportunities for students to engage with experiential learning, a high-impact pedagogy. Beyond describing a one-semester digital storytelling project that occurred in an undergraduate gerontology practice course, the article shares findings from the project's evaluation. The evaluation yielded recommendations, such as encouraging social work faculty to provide opportunities for experiential learning across the curriculum, and improving competence in multicultural gerontology practice through creative pedagogies. Ultimately, the author suggests that fresh pedagogical approaches that expand core social work constructs can improve outcomes for diverse older adults by promoting multicultural gerontology practice competence.
基于一个由学生主导的数字叙事项目，作者认为，扩展社会工作教育与实践的两个核心概念——体验式学习和文化能力——的定义，可以通过提高多元文化老年学实践能力来改善不同老年客户的服务效果。数字叙事利用各种媒体，聚焦于那些不常被听到的故事，比如不同老年群体的故事。由学生主导的项目为学生提供了参与体验式学习的机会，体验式学习是一种具有高影响力的教学方法。除了描述一个在本科老年学实践课程中开展的为期一学期的数字叙事项目外，本文还分享了该项目评估的结果。评估得出了一些建议，比如鼓励社会工作教师在整个课程中提供体验式学习的机会，以及通过创新教学方法提高多元文化老年学实践能力。最终，作者认为，拓展社会工作核心概念的全新教学方法可以通过提升多元文化老年学实践能力来改善不同老年群体的服务效果。
