“I learned that I am loved”: Older adults and undergraduate students mutually benefit from an interprofessional service-learning health promotion program

ABSTRACT

Although benefits of service-learning and interprofessional education (IPE) have been well documented to be effective for students in gerontology, few curricula appear to integrate both aspects into a single experience for undergraduate students in public health. We discuss the development and implementation of an IPE service-learning health promotion program embedded within two different departments at a mid-sized university. Students worked in interdisciplinary teams and acquired IPE learning outcomes while they engaged in their first experiences working with diverse older adults at a low-income independent-living housing community. Twenty-five students each team-taught two sessions on nutrition, physical activity, and stress reduction techniques in a 10-week program. Qualitative and quantitative results showed significant learning outcomes from the students about the needs of the aging population and increased comfort working with seniors. Older participants in the program also reported positive health and psychological outcomes from participation. Challenges, next steps, and recommendations are also discussed.

KEYWORDS:

• Population health
• undergraduate education
• health promotion
• nutrition
• physical activity

Disclosure statement

The authors declare no conflict of interest.

Additional information

Funding

This work was supported by the UAA Faculty Leadership in Expanding Undergraduate Research (FLEUR) Health Award from the Office of Undergraduate Research and Scholarship, and by the UAA Center for Community-Engagement & Learning.