Using Service-Learning Research to Enhance the Elderly's Quality of Life

Life is Experienced Until We Die: Effects of Service-Learning on Gerontology Competencies and Attitudes Toward Aging

“…Assisting students through the phases of relationshipbuilding is therefore warranted to ensure positive experiences for all. Practical guidance for the initial interview and maintaining boundaries, as well as role plays may help students allay early anxieties and gain confidence in their abilities, as suggested by others (Blieszner & Artale, 2001;Brown & Roodin, 2001;Laganà, 2003). Attending to frustrations and barriers as relationships progress may deepen students' understanding of older adults and prevent misunderstandings.…”

“…Others who have introduced service-learning in undergraduate gerontology courses described improved student attitudes toward and desire to work with older adults, reduced myths about aging, better understanding of course concepts and the realities of long-term care, and an increase in positive feelings of self-worth, efficacy, and skills (Blieszner & Artale, 2001;Brown & Roodin, 2001;Gutheil, Chernesky, & Sherratt, 2006;Singleton, 2007). Laganà (2003) offers several creative ideas for students to become involved in service-learning research aimed at improving older adults' quality of life. Bringle and Kremer (1993) specifically studied the effect of intergenerational service-learning on students' attitudes toward their own aging and reported increased positive attitudes.…”