Assessing Skills, Attitudes, and Knowledge in Gerontology: The Results of an Infused Curriculum Project

Abstract

As the population of the United States continues to shift to unprecedented numbers of older adults, the demand for competent geriatric social workers at the Bachelor of Social Work (BSW) level will soon be at crisis point. The outcomes of a study on the impact of BSW student exposure to an infused gerontology social work curriculum on students' skills, attitudes, knowledge, and career choice to work with older adults are reported. Results indicate that students' gerontology skill level in the postcurriculum group was significantly higher than in the precurriculum group. Attitudes toward older adults, however, appeared more difficult to impact. Knowledge regarding older adults did increase in the right direction for all student groups as their exposure to the infused curriculum increased. While overall interest in working with older adults did not increase, more students in the second year of the project requested field internships with older adults. This project was conducted as part of a John A. Hartford Foundation Geriatric Enrichment Grant.

Professional and practice characteristics associated with self-efficacy in assessment and intervention among social workers in aging

“…Likewise, degree level and gerontology specialization did not have a significant effect in any analysis. Unlike studies previously reviewed, which demonstrated a positive effect of social work training and education on self-efficacy among social work students (Alonzo Bell, Rawlings, & Johnson, 2005;MacGowan & Wong, 2015;Rawlings, 2012;Westhues et al, 2014), social workers in this study were often several years beyond receipt of their social work degrees suggesting that the positive effect of undergraduate or graduate training on self-efficacy may wash out over time. Likewise, that the model was better specified with regard to predicting self-efficacy for assessment than it was for predicting self-efficacy for intervention seems to indicate the greater complexity involved in predicting confidence with gerontological interventions.…”

“…This study contributes to the literature on social workers' self-efficacy for practice as the majority of previous studies focused on this trait have used student samples (e.g., Alonzo Bell et al, 2005;Holden, Barker, & Rosenberg, 2007;Jones, 2011;Rawlings, 2012). It examined self-efficacy as a process embedded in both professional training and practice experiences.…”

“…For example, students who are in the process of completing their degrees in social work or have already completed such degrees, reported greater self-efficacy for practice when compared with students who are just entering their programs (Alonzo Bell, Rawlings, & Johnson, 2005;Rawlings, 2012). Contrary to expectations, self-efficacy was a significant negative predictor of observed direct practice skills among exiting students (i.e., students reporting less self-efficacy had greater practice skills); a finding attributable to a more realistic appraisal of post training skills (Rawlings, 2012).…”

Communication skills training for improving the communicative abilities of student social workers: A systematic review

“…Self‐efficacy has been introduced as one means of assessing outcomes in social work education (Bell et al, 2005; Holden et al, 1997, 2002, 2005; Unrau & Grinnell, 2005). Self‐efficacy is deemed to be an important component of learning because ‘unless people believe they can produce desired effects by their actions, they have little incentive to act’ (Bandura, 1986, p. 3).…”

“…Self-efficacy has been introduced as one means of assessing outcomes in social work education (Bell et al, 2005;Holden et al, 1997Holden et al, , 2002Holden et al, , 2005Unrau & Grinnell, 2005). Self-efficacy is deemed to be an important component of learning because…”