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The Educational Background and Educational Needs of Individuals Working with Older Adults: A Mixed Methods Study Cassandra Valentini Gerontology Major.

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Presentation on theme: "The Educational Background and Educational Needs of Individuals Working with Older Adults: A Mixed Methods Study Cassandra Valentini Gerontology Major."— Presentation transcript:

1 The Educational Background and Educational Needs of Individuals Working with Older Adults: A Mixed Methods Study Cassandra Valentini Gerontology Major Department of Sociology, Anthropology, and Gerontology Youngstown State University Dr. Daniel Van Dussen, Assistant Professor of Gerontology, Youngstown State University Dr. Suzanne Leson, Department of Gerontology and Human Ecology, Youngstown State University

2 Abstract/ Purpose This paper examines the educational background of individuals who work with older adults to determine if their background in gerontology can adequately prepare them to meet the needs of the growing older population. Past research indicates there is a lack of gerontological training among professionals working with the aging population (Van Dussen & Leson, 2010).

3 Objectives 1. To determine the educational background of individuals working with older adults in order to clarify those with training specific to gerontology. 2. To determine the type of professional development that is called for by the aging related workforce. 3. To determine barriers to professional development and ways to overcome these obstacles.

4 Review of Literature Demonstrated need for educated aging workforce:  36% increase in those 65 and older by 2030.  15% increase in the 85 and older population by the year 2020. (Administration on Aging, 2009). Past studies demonstrate need for trained professionals in gerontology (Institute of Medicine, 2001; Karcher & Whittlesey, 2007; Metcalf, Nicoll & Samia, 2004).

5 Review of Literature John W. Rowe speaking before Special Committee on Aging of the U.S. Senate (Rowe, 2008). Texas Adult Protective Workforce Study (Connell-Carrick & Scannapieco, 2008). Educational Opportunities Pilot Study (Van Dussen & Leson 2010). Education Opportunities in Georgia Study (Shetterly, Malone & Poon, 1997).

6 Theory, Conceptual Framework Components of Successful Aging Activity Theory Continuity Theory

7 Hypotheses:  There is a lack of educational training among professionals working with older adults in Ohio.  Professionals in Ohio’s aging workforce need and want to be better educated about the needs of older adults.

8 Methods and Measures  Mixed Method study:  Two stages: Quantitative & Qualitative Data  Quantitative data from a 43 question survey comprised of closed, and open-ended questions (Van Dussen & Leson 2010, Ramirez Corzon & Mayberry’s 2005 research).  Data collection September 2010 to March 2011.  6,000 Surveys sent to professionals in the aging workforce throughout 55 counties in Ohio.  Surveys Returned =370

9 Methods and Measures  Second stage of data collection:  e-mails with a link to a survey monkey 59 Returned  Mailing to nursing homes/ assisted living facilities with no known email address  Mailing to all hospice facilities in 55 counties in Ohio

10 Frequency: Quantitative Data The Formal Training/Education received related to Gerontology/Geriatrics Learned On the Job44% Conference/Continuing Education31% No Formal Training25% Learned through Self Study17% INTERESTED IN OBTAINING TRAINING/EDUCATION IN GERONTOLOGY/GERIATRICS FREQUENCYPERCENT VERY INTERESTED6218.5% SOMEWHAT INTERESTED15847.2% NOT INTERESTED11534.3% Missing Systems359%


12 Frequency: Quantitative Data Barriers to Receiving Education Limited Time53% Scheduling Issues46% Cost too high43% Not interested in the topic27% FIRST CHOICE TRAINING SCHEDULE FREQUENCYPERCENT HALF DAY WEEKDAY4915.9% FULL DAY WEEKDAY247.8% 2-3 HOURS WEEKDAY EVENING5317.2% ALL DAY SATURDAY4414.3% ALL DAY SATURDAY/HALF DAY SUNDAY 216.8% DISTANCE LEARNING11437% OTHER TIMES31% MISSING SYSTEMS6216%

13 Cross Tabulations INTERESTED IN OBATAINING TRAINING/EDUCATION IN GERO/GERIATRICS Crosstab Profession Total Administration Direct Care to PatientOther INTERESTED IN OBTAINING TRAINING/ EDUCATION IN GERIATRICS VERY INTERESTED Count29191462 % within Profession 27.6%21.8%9.9%18.6% SOMEWHAT INTERESTED Count434766156 % within Profession 41.0%54.0%46.8% NOT INTERESTED Count332161115 % within Profession 31.4%24.1%43.3%34.5% TotalCount10587141333 % within Profession 100.0%

14 Cross Tabulations FIRST CHOICE TRAINING SCHEDULE Crosstab Count FIRST CHOICE TRAINING SCHEDULE Total HALF DAY WEEKDAY FULL DAY WEEKDAY 2-3 HOURS WEEKDAY EVENING ALL DAY SATURDAY ALL DAY SATURDAY /HALF DAY SUNDAY DISTANCE LEARNING OTHER TIMES ProfessionAdministration145238240092 Direct Care to Patient 15118 531283 Other155212314421121 Total44215242211133296

15 Methods and Measures  Qualitative Data obtained through four interviews with members of the aging workforce.  Physician from a Skilled Nursing Facility in Ohio  Administrators from National Church Residence in Columbus, Ohio.  Administrators from two rural Ohio Area Agencies on Aging

16 Results/ Interviews  Role of older adults, “They are the reason we are here, the reason our programs exist and we are here to offer them services, offer them advocacy for services on their behalf…” Area Agency on Aging Director.  Importance of Gerontological Education “The passport waiver only allowing for licensed social workers or registered nurses really misses the boat because we can’t hire a master’s in psychology or a master’s in gerontology.” Area Agency on Aging Director.  Characteristics and skills that will be required for new applicants.  Types of jobs that will be open to new applicants.

17 Results/ Interviews Barriers to training:  Time and availability of courses  Funding  Employee interest Ways to overcome barriers:  Job embedded professional development  Satellite options,  Online courses, webinars and pod-casting

18 Discussion Comparative Responses from Survey and Interviews  Geriatric training and education is needed  High amount of interest in diseases of aging  Interested in applicants with communication skills and ability to work with older adults  Barriers to training/education include time and interest  Overcome barriers through job embedded training and distance learning.

19 Limitations Important personnel within organizations may have been missed in the mailing of the assessment due to outdated mailing list. Contact information of key personnel within organization may have been incorrect. Outdated address information accounted for 10% of returned surveys. Training needs would vary dependent upon the organization surveyed. Educational requirement dependent upon specific position. Late submission of some data does not meet timeline of research presentation.

20 Direction For Research Research Identify significant barriers to job embedded training and distance learning. Measure the knowledge gained through distance learning for professional development. Determine funding sources to acquire necessary tools for training and education.

21 Acknowledgements Dr. Heidi Ewen, Assistant Professor of Gerontology,Miami University

22 Selected References: Administration on Aging. (2009). A Profile of Older Americans: 2009. U.S. Census Bureau. Retrieved January 16, 2011 from: Administration on Aging. (2010). Justification of Estimates for Appropriations Committees. Department of Health and Human Services. Retrieved January 22, 20011 from: Final.pdf Anderson, Trudy B. (1999). Aging Education in Higher Education: Preparing For the 21st Century. Educational Gerontology. 25, 571-579. Connell-Carrick, Kelli., Scannapieco, Maria. (2008). Adult Protective Services: State of the Workforce and Worker Development. Gerontology & Geriatrics Education. 29, 189-206. Goins, R.T., Gainor, S.J., Pollard, C., & Spencer, S. M. (2003). Geriatric Knowledge and Educational Needs Among Rural Health Care Professionals. Educational Gerontology, 29, 261-272. Institute of Medicine. (2001) Improving the Quality of Long-Term Care. Washington, DC: National Academy Press. Karcher, B., & Whittlesey, V. (2007). Bridging the Gap Between Academic Gerontology and the Educational Needs of the Aging Network. Educational Gerontology, 33, 209-220. Lemon, Bruce W., Vern L. Bengston and James A. Peterson. (1972). An Exploration of The Activity Theory of Aging: Activity Types and Life Satisfaction among In-Movers To a Retirement Community. Journal of Gerontology. 27: 511-523.

23 Selected References Metcalf, Judith A., Nicoll, Leslie H., & Samia, Linda. (2004). Geriatric Provider Education: Needs Assessment & Recommendations. University of New England. Retrieved January 22, 2011 from: Ohio Department of Development. (2011). Ohio County Profiles. Retrieved January 30, 2011 from: Pushkar, D., Chaikelson, J., Conway, M., Etezadi, J., Giannopolous, C., Li, K., & Wrosch, C. (2010). Testing Continuity and Activity Variables as Predictors of Positive and Negative Affect in Retirement. Journal of Gerontology: Psychological Sciences, 65B(1), 42–49. Ramirez Corazon, J., & Mayberry, P. (2005). Gerontology & Geriatrics Training for Rural Health & Social Services Professionals in Western and Central New York. Internal Report. Rowe, John W., Kahn, Robert L. (1998). Successful Aging. New York: Pantheon Books. Rowe, J. W. (2008). Statement of John W. Rowe MD. Before the Special Committee on Aging, U.S. Senate. Retrieved January 20, 2011 from Shetterly, Karen., Malone, D. Michael., & Poon, Leonard W. (1997). Assessing Training Needs of Geriatric Service Providers: Program Rationale and Focus Group Outcomes. Educational Gerontology, 425-446. Van Dussen, Daniel J. & Leson, Suzanne M. (2010). What Educational Opportunities Should Professionals in Aging Provide?: A Pilot Community Assessment. Educational Gerontology, 36, 529-544.

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