Program Profile: A Service-Learning Model for Intergenerational Conversation about Science and Current Events between Longterm Care Residents and University Students: Case Study

ABSTRACT

The population of the United States is aging rapidly, and older adults are transitioning to long-term care (LTC) with higher levels of education. Furthermore, projected workforce shortages reinforce the need for students who will enter the healthcare and social services sectors and who will work with this population. This creates a need for innovative and cognitively-stimulating LTC programming models, and development of intergenerational communication skills. Here, we describe a case study of one such model for accomplishing both aims. This report describes a service-learning, educational framework for intergenerational communication through service learning by providing scientific programming to LTC residents. Programming is led by university students. Background information, steps for implementation, assessment of efficacy, and future directions are discussed. With this report, it is our hope that this programming model will be a useful tool for LTC facilities and gerontology educators for intergenerational engagement between residents of LTC and students, for mutual benefit. This model also aims to promote interest in gerontology and aging education amongst students earlier in their academic and professional careers.

KEYWORDS:

• Long-term care
• intergenerational service-learning
• community-academic partnerships
• gerontology curriculum

Disclosure Statement

The authors have no potential conflicts of interest to disclose.

Additional information

Funding

This work was supported by Akron Region Interprofessional Area Health Education Center, which is funded by the United States Health Resources and Services Administration under Grant U77HP23072; the State of Ohio Department of Higher Education; and The University of Akron, College of Health Professions.