Enhancing Social Work Practice with Older Adults: The Role of Infusing Gerontology Content into the Master of Social Work Foundation Curriculum

Abstract

Based on a geriatric enrichment (GeroRich) effort, this study examines outcomes of infusing aging content across the master of social work (MSW) foundation curriculum. In a longitudinal research design tracking one class, there were no significant changes observed in students' levels of experience and interest in gerontological social work. Significant increases were observed in self-rated levels of gerontological knowledge and practice skills—clinical and macro. Full-time status, less gerontological experience, and higher knowledge predicted greater practice skills at the follow-up. Implications for educating the next generation of social workers to better meet the needs of older adults and their families are discussed.

This study was funded by the John A. Hartford Foundation Geriatric Initiatives in Social Work. The authors would like to thank Dr. Nancy Hooyman and the GeroRich team for their amazing support and leadership. An earlier version of this paper was presented at the 3rd National Gerontological Social Work Conference held in New York, NY.

Notes

¹Level of infusion was rated by the GeroRich team on a 5-point scale. This rating was performed based on careful reviews of syllabi, assignments, additional readings, and self-report of faculty course coordinators.

∗p < .05, ∗∗p < .01, ∗∗∗p < .001.

Note. Independent sample t test, two-tailed test of significance.

Each item in experience was dichotomously coded (1 = yes, 0 = no). Self-reported interest and gerontological competency were 5-point, Likert-type scale.

Total responses for clinical skills are 142 at baseline and 136 at follow-up. Total responses for macro skills are 33 at baseline and 23 at follow-up.

∗p < .05, ∗∗p < .01, ∗∗∗p < .001.

Kendall's tau, two-tailed test of significance.

Total responses for clinical skills are 136, and for macro skills are 23.

∗p < .05, ∗∗p < .01, ∗∗∗p < .001.

Note. In these analyses, the demographic variables consist of age range (dichotomously coded as 1 = 20–30, 0 = 31 +), and gender (dichotomously coded as 1 = women, 0 = men), and race is dichotomously coded as 1 = White and 0 = person of color). Missing value in race variable (n = 40) was treated as White, consistent with race profiles of the student body. Respondents' status in school is dichotomously coded as 1 = full time and 0 = part-time.