Enticing Students to Careers in Gerontology

Abstract

Recognition of the increasing demand for gerontologically trained social work professionals prompted an investigation of the factors that attract undergraduate students to a career of working with older adults. Faculty (n = 10) and students (n = 10) from the disciplines of social work, nursing, consumer and family sciences, psychology, recreation, and business participated in focus groups addressing such topics as the inclusion of content on aging, influences on choice of major, perceptions of aging, and personal experience with older adults. Respondents perceived (a) limited course content on older adulthood, (b) existing course content focused on frailty and aging, (c) a pervasive lack of awareness of the aging of the population, and (d) the essential contribution of positive intergenerational contact from early childhood through the college years. The results suggest the need for increasing efforts to enhance awareness and to integrate comprehensive content on aging throughout the curriculum in higher education. The essential role of intergenerational contact identifies a role for higher education in supporting current programs, such as the Foster Grandparent Program, while developing additional innovative means of promoting and nurturing intergenerational relationships.

Assessing Students' Learning Needs and Attitudes: Considerations for Gerontology Curriculum Planning

“…Nursing students' attitudes toward older adults have ranged from negative (Happell & Brooker, 2001) to neutral (de la Rue, 2003;Ryan & McCauley, 2004-2005. Students in other healthcare fields, such as social work, medicine, and dietetics, also reported negative attitudes toward aging (Anderson & Wiscott, 2003;Fitzgerald et al, 2003;Kaempfer, Wellman, & Himburg, 2002).…”

“…Research has shown that undergraduate students in nursing, social work, consumer and family sciences, psychology, dietetics, and medical school have limited knowledge of aging (Newell, Raji, Lieberman, & Beach, 2004;Rhee, Wellman, Castellanos, & Himburg, 2004;Ryan & McCauley, 2004-2005Wesley, 2005). Over 500 Australian undergraduate nursing students enrolled at nine different universities reported that they had little left to learn regarding gerontological nursing and expressed declining interest in caring for older adults at the end of their education (Happell, 2002).…”

“…Despite the demand for knowledgeable healthcare professionals, many students in healthcare fields lack gerontological knowledge (Ryan & McCauley, 2004-2005Wesley, 2005). Data indicate that these students rarely rate gerontology as their first choice of practice (Anderson & Wiscott, 2003;Fitzgerald, Wray, Halter, Williams, & Supiano, 2003;Fusner & Staib, 2004) and often view aging negatively (Anderson & Wiscott, 2003;Weir, 2004).…”

From Pedagogy to Practice: Adventures in Student Engagement

“…But there must always be a method to our madness! Previous Gerontology & Geriatrics Education articles indicate the difficulty attracting students to our field (Wesley, 2005;Gross & Eshbaugh, 2011;Eshbaugh, Gross, Hillebrand, Davie, & Henninger, 2013), but also instruct us how to increase students' interest through education and exposure to older adults (Snyder, 2005;Hantman, Oz, Gutman, & Criden, 2013). Two articles within this edition of Gerontology & Geriatrics Education focus on service learning.…”

Engaged Teaching for Engaged Learning: Sharing Your Passion for Gerontology and Geriatrics

“…adults among students (Lawrence et al, 2002;Lun, 2011;Wesley, 2005). Although the proposed causes vary, each has the potential to be addressed by a similar solution-improved public relations for aging, older adults, and the opportunities that surround them.…”