Fostering Social Work Gerontological Competencies: Qualitative Analysis of an Intergenerational Service-Learning Course

Abstract

This article describes the development and qualitative student outcomes of an intergenerational service-learning course designed to promote social work gerontological competencies. Efforts focused on creating a learning environment to actively promote learning opportunities for students and older adults. The course was hosted at a local, private, not-for-profit senior housing location where older adults were invited to actively participate in the course activities. A total of 37 undergraduate and graduate students completed the course. Content and narrative analysis was conducted using text from a final structured reflective journal assignment. This analysis identified themes related to the “explicit” and “implicit” pedagogy of the course that details students' educational growth. The results of this study indicate that intergenerational service-learning coursework may help foster geriatric competencies among graduate and undergraduate students. The benefits of utilizing social work gerontological competencies to guide course objectives, content, and student outcomes are discussed.

KEYWORDS:

• gerontology
• social work education
• aging competencies
• service learning

This material is based upon work supported by the Corporation for National and Community Service under Learn and Serve America Grant No. 06LHHNY001. Opinions or points of view expressed in this article about this particular project are those of the authors and do not necessarily reflect the official position of the Corporation or the Learn and Serve America Program.