Intergenerational Service Learning: To Promote Active Aging, and Occupational Therapy Gerontology Practice

Abstract

Americans are living longer, and the meaning of age has changed, particularly for Boomers and seniors. These demographic changes have economic and social ramifications with implications for health care, including rehabilitation services, and health science education. Service learning is an experiential learning pedagogy that integrates traditional higher education with structured active learning experiences. This article reports on one intergenerational service learning program spanning 3 years. It was designed to facilitate community dialogue on fall prevention and active aging, and to provide intergenerational educational community-based experiences in occupational therapy professional education. The program additionally sought to promote students' understanding of aging and issues related to aging in place, students' professional development and civic engagement, and to encourage students to consider pursuing a career in occupational therapy gerontology practice.

The value of a rural service learning experience for final year undergraduate occupational therapy students

“…The findings of this study further corroborated those of Adams and Wonnacott 25 who found that a rural service learning experience afforded students with opportunities for development of professional and personal competencies, corresponding with findings relating to developing personal capacities in this study. Other studies among occupational therapy students have also drawn similar conclusions regarding the value of service learning experiences 7,8,9 . The results of this study are also congruent with findings in service learning literature outside of the profession of occupational therapy that suggest positive contributions to students' academic, professional and personal growth 2,3,4,5 .…”

“…Other studies among occupational therapy students have also demonstrated that participation in service learning (not necessarily in rural areas) enhanced students' knowledge of the scope of occupational therapy 8 and their skills in working in community settings 7 . The findings of this study further corroborated those of Adams and Wonnacott 25 who found that a rural service learning experience afforded students with opportunities for development of professional and personal competencies, corresponding with findings relating to developing personal capacities in this study.…”

“…Academic learning, professional and personal development as well as an enhanced sense of social responsibility are primary objectives of service learning 2,3,4,5 . Research into the effects of service learning on student development evidences that these objectives are fairly consistently attained 6,7,8,9 . In the South African higher education context, scholarly community engagement such as service learning was mandated by the Education White Paper 3 of 1997, the National Plan on Higher Education of 2001 and the Higher Education Quality Committee Criteria for Programme Accreditation 10 .…”

Training socially responsive health care graduates: Is service learning an effective educational approach?

“…Positive changes in students' critical thinking were reported in (Astin and Sax, 1998;Osborne et al, 1998;Sedlak et al, 2003;Beling, 2004;Reynolds, 2005;Liang En et al, 2011b) studies with improvements in engagement, curiosity and reflective practice in (Beling, 2003;Ngai, 2006;Casey & Murphy, 2008;Faria et al, 2010) others. While many studies (Poulin et al, 2006;McWilliams et al, 2008;Brown, 2009;Horowitz et al, 2010;Krout et al, 2010) reported that students valued SL experiences this outcome may indicate "little more than that the students liked the innovation" (Abassi & Smith, 1999, p. 1265) and we must be wary of what Norman calls "me-too" research (Norman, 2006, p. 1). In these instances another form of experiential learning may have been equally, or indeed more suited, to achieve desired learning outcomes.…”

“…people who are homeless, people with HIV, people experiencing poverty and health inequities, etc. (Burrows et al, 1999;Elam et al, 2003;Bentley & Ellison, 2005;Casey & Murphy, 2008;Amerson, 2010;Horowitz et al, 2010;McMenamin et al, 2010;Green et al, 2011;Liang En et al, 2011b;Mitschke & Petrovich, 2011;Reading & Padgett, 2011;Schindler, 2011). Working in partnership with the "different other" appeared to help students develop a deeper appreciation of the vulnerabilities that marginalized segments of the population experience and nurture a purposeful sense of social responsibility.…”