Social Work Knowledge of Facts on Aging: Influence of Field and Classroom Education

Abstract

Palmore's Facts on Aging Quiz (FAQ) was used to measure aging knowledge outcomes of 323 practicum students engaged in aging-focused practica at pre- and posttest across 11 universities. Significant improvement in knowledge scores (p = .0001) was found for graduates of the enhanced field education programs. Taking aging course work was a significant (p = .0001) influence on knowledge outcomes. Combined with coursework, the practicum students experienced increased knowledge of aging. When experiential and didactic learning is combined, increased knowledge about facts of aging occurs.

The authors thank the following individuals for their contributions to this manuscript: Lori Paris, MA, MSSW, University of Louisville Kent School of Social Work; B. Funderburk, MSW, D. Barnett, MSW, University of California, Los Angeles; N. Wilson, MA, The University of Houston; A. Scharlach, PhD, University of California, Berkeley; and B. Hadden, PhD, Hunter University of New York. We also thank all of the principal investigators of the Hartford Partnership Program for Aging Education sites. The authors also thank the John A. Hartford Foundation for providing financial support for this research.

Notes

^a For ethnicity, reference group was other.

^b For education level, reference group was BSW/Advanced standing.

^c For undergraduate major, reference group was other.

^d For took aging courses before, reference group was not taking aging courses before.

∗∗∗p ≤ .001

^a For ethnicity, reference group was other.

^b For education level, reference group was BSW/Advanced standing.

^c For took aging courses before, reference group was not taking aging courses before.

∗∗∗p ≤ .001.