Affective learning is a key dimension of health professional education and involves teaching topics such as empathy or grief that impact student attitudes and beliefs to prepare them to be novice practitioners. The move in higher education toward online and blended learning (a mix of online and traditional, classroombased learning) disrupts traditional approaches to teaching professional affect, which is heavily reliant on instructor modeling. This paper documents insight into the redesign process of a course, Professional Identity: Behaviors and Attitudes, from a traditional to a blended learning format, with a focus on affective learning. This study employed a survey approach to compare classroom and online student perceptions of learning across the seven affective topics of the course. The study also examined the contribution of various technology-enhanced learning activities to the students' perceptions of learning. Twenty-five classroom students and 64 blended learning students indicated that while both formats increased students' perceived understanding of topics related to affective learning, the blended learning group perceived a significantly greater understanding in four affective topic areas. Furthermore, blended learning students cited reading, online discussions, and unstructured out-of-classroom discussions as contributing to their learning significantly more than the classroom group. KeywordsAffective learning, Blended learning, Occupational therapy education Abstract Affective learning is a key dimension of health professional education and involves teaching topics such as empathy or grief that impact student attitudes and beliefs to prepare them to be novice practitioners. The move in higher education toward online and blended learning (a mix of online and traditional, classroom-based learning) disrupts traditional approaches to teaching professional affect, which is heavily reliant on instructor modeling. This paper documents insight into the redesign process of a course, Professional Identity: Behaviors and Attitudes, from a traditional to a blended learning format, with a focus on affective learning. This study employed a survey approach to compare classroom and online student perceptions of learning across the seven affective topics of the course. The study also examined the contribution of various technology-enhanced learning activities to the students' perceptions of learning. Twenty-five classroom students and 64 blended learning students indicated that while both formats increased students' perceived understanding of topics related to affective learning, the blended learning group perceived a significantly greater understanding in four affective topic areas. Furthermore, blended learning students cited reading, online discussions, and unstructured out-of-classroom discussions as contributing to their learning significantly more than the classroom group.

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This qualitative study explores the dynamic changes that occur in family interaction patterns when Alzheimer's disease is present. Semi-structured interviews were conducted with 15 participants who have a family member with the disease. Using modified analytic induction, guided by the dimensions of the Family Fundamental Interpersonal Relations Orientation (FIRO) Model, participants shared how Alzheimer's disease affected family structure, control dynamics, and intimacy among family members. Findings demonstrate that (a) families reorganize and restructure based on geographic proximity and shifting roles, act out of filial responsibility, and strive to preserve shared meanings and rituals; (b) decision making increases around care of the person with Alzheimer's disease and shifts to the primary caregiver or other family members based on their abilities; and (c) expressions of intimacy intensify while personality is preserved in the person with the disease. The Family FIRO model can inform practitioners using family-centered care with families with Alzheimer's disease.

This paper examines factors that influence whether or not employees choose to enroll in a group long-term care insurance plan. A conceptual family decision-making framework is used to group factors to study the enrollment decision of 509 state employees who were offered a long-term care insurance plan in 2000. Logistic regression results revealed that employee age, perceived risk, perceived affordability, decision-making style (communication with others and use of information), goals of control and choice, goal of financial peace of mind, household income, and potential caregiver availability explained 68.7% of the decision to enroll. Results support the key role of perception, specifically the perceived risk of needing long-term care and the affordability of the insurance plan, in the decision outcome. Copyright Springer Science+Business Media, LLC 2007Family decision making, Long-term care insurance,

This paper examines an instructional methodology, service learning, as a method for teaching program development and evaluation in adult day service centers. Adult day service, an emerging practice area, provides an opportunity for students to learn program development while they explore and meet the occupational needs of elders living in the community. Students learn to design and implement day service activities to benefit both the agencies and people they are serving. In this study, 39 students were surveyed before and after a service learning experience to determine if they perceived service learning as effective in increasing knowledge and confidence to develop, implement, and evaluate an adult day services program module. In an evaluation of the service learning project, students reported that their knowledge and confidence increased significantly in assessing organizations and populations, designing and carrying out an activity with well elderly, and creating an evaluation measure. Furthermore, students reported a high level of comfort in working with elderly populations before and after the service learning experience.