Safe & Independent

Abstract

This article documents a service-learning project to enhance older adults' safe and independent performance of daily occupations in the home environment while enriching the learning of occupational therapy students. Thirteen rural individuals aged 65 to 89 years participated in the project whereby students identified occupational performance issues, modified occupations and context, and advocated for change to promote safety and independence. The model merits consideration as a replicable service-learning project for other disciplines in higher education to strengthen community relationships, enhance student learning, and support aging in place.

Developing empathy towards older adults in design

“…Descriptive statistics and qualitative analyses were used to analyze student answers to structured and open-ended questions. The study findings support earlier research results that facilitating exposure to the lived experience of older adults (Chonody, 2015;Knapp & Stubblefield, 2000;Laver, 2006;Marken, Moxley, & Fralwy, 2011;Ortiz et al, 2012;Stafford, 2001) and encouraging student immersion in art-based methods (Aditomo, Goodyear, Bliuc, & Ellis, 2011;Campbell & McDonagh, 2009;Lee, 2009Lee, , 2012) have a positive impact on the development of their knowledge and attitude. Moreover, the findings reveal that students found the experiential aspect of the process as positive and displayed motivation and enjoyment.…”

The Impact of a Gerontology Course and a Service-Learning Program on College Students’ Attitudes Toward People With Dementia

“…Our findings lend support to claims by others (Blieszner & Artale, 2001; Fruhauf et al, 2004) that, to promote positive attitudes, gerontological education should combine traditional classroom instruction and relevant hands-on experience that includes preparation training, longer program periods, constant supervision by trained staff, and ongoing systematic evaluation, despite the associated resource issues. Such efforts may prove especially beneficial for members of the adult population who do/did not have access to higher education in gerontology yet who work with older adults and, therefore, whose positive attitudes are particularly important (Desjardins, 2003; Hyman & Wright, 1979; Marken, Moxley, & Fraley, 2010; Pascarella & Terenzini, 1991).…”

“…In summary, well-designed intergenerational opportunities that involve people with dementia are appropriate for people of all ages as each of us will, at some point during our life, interact with older adults with dementia in professional and/or personal contexts (Haber, 2009; Lehning, Scharlach, & Dal Santo, 2010; Marken et al, 2010). Taken together, recommendations from this research should contribute to a comprehensive understanding of how to design effective service-learning opportunities that combat ageism and encourage upcoming generations of all ages to embrace the opportunities to work and live with older adults, especially those with dementia.…”

A framework for occupational enablement to facilitate social change in community practice

“…Outcomes for communities have been researched (e.g., Horowitz et al, 2010;Marken, Moxley, & Fraley, 2010;Olivier, Oosthuizen, & Casteleijn, 2007;Schindler, 2014;Witchger Hansen, 2010) albeit to a lesser extent than examination of the educational benefits to students (Alsop, Duncan, Lorenzo, & Buchanan, 2006;Bringle & Steinberg, 2010;Butin, 2010). Emerging evidence for community outcomes of occupational therapy service-learning engagements suggests positive change, such as enhanced occupational performance and satisfaction (Marken et al, 2010;Schindler, 2014) and increased occupational participation (Janse van Rensburg, 2015). However, there remains an apparent gap in evidence for long-term outcomes of service learning, especially as they relate to the health and well-being of communities and populations rather than to individuals and small groups.…”