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Context-driven gero-infusion: lessons learned from a curriculum development institute cohort
Authors:Adrian J. Kok  Kristina M. Hash  Paul R. Gould  Karen V. Harper-Dorton  Linda M. Ello
Affiliation:1. School of Social Work, College of Applied Social Sciences at Dominican University , River Forest, IL, USA;2. School of Social Work and the Director of the Gerontology Certificate Program, Eberly College of Arts and Sciences at West Virginia University , Morgantown, WV, USA;3. Simmons College , Boston, MA, USA;4. School of Social Work and Director of the Beatrice Ruth Burgess Center for WV Families and Communities, Eberly College of Arts and Sciences at West Virginia University , Morgantown, WV, USA;5. Social Work Department, College of Education and Social Work at West Chester University , West Chester, PA, USA
Abstract:
This article describes and compares the successes and challenges experienced by three social work programs in the United States working to infuse geriatric competencies into foundation Master of Social Work (MSW) courses, including field education. Adhering to the Planned Change Model each project utilized a range of approaches and strategies that emerged in each setting’s unique organizational and community context. This article examines and analyzes three context-driven accounts of curricular infusion for gerontological social work and lessons learned in this effort to establish gerontology as part of the implicit curriculum in social work programs in universities diverse in mission, size, programming priorities, and student population. Given the experiences of these programs, following the Planned Change Model, maintaining the context as being central to the process, anticipating common challenges, and preparing to engage strategies to overcome challenges are offered as recommendations for successful infusion and sustainment of the efforts.
Keywords:Social work education  geriatric education  gerontological social work  curricula  aging infusion
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