Addressing the Needs of an Aging Population Through Health Professions Education Proceedings of a Workshop (2023) / Chapter Skim
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1 Introduction and Framing of the Issues
1 Introduction and Framing of the Issues
Pages 1-16
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This brief introduction is followed by presentations and discussions about working with older adults, learner reluctance to work with older adults, and speakers' views on applying the World Health Organization's intrinsic capacity framework within and across health professions. Chapter 2 presents discussions about educating learners on aging across the life course and 1 The planning committee's role was limited to planning the workshop, and this Proceed ings of a Workshop was prepared by the rapporteurs as a factual account of what occurred at the workshop.
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summarizes a presentation on an age-friendly health education tool. Chapter 3 explores the question of whether the current health workforce supply is adequate to meet the needs of an aging population.
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Andrea Pfeifle, the associate vice president for interprofessional practice and education for The Ohio State University and Wexner Medical Center, and Donna Ferguson, the mental health and wellness program manager at the Department of the Army Criminal Investigations Command in the Department of Defense, welcomed participants to the workshop by highlighting the importance of building the health care workforce to be prepared to care for the needs of older adults. An implementation science lens, Pfeifle said, is a useful approach for discussing how to make the necessary changes in health professions education.
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Giving older adults the opportunity to be engaged in the community and to help other people is an essential part of healthy aging. Another workshop participant, Zohray Talib, the senior associate dean of academic affairs at the California University of Science and Medicine, added that in her work in Uganda and Kenya she has observed older people staying purposeful and engaged in their communities.
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His patients are primarily the poor, Pacific Islanders, and recently arrived non-English-speaking immigrants. For over 40 years C ustodio has worked in community health centers that provide comprehensive services beyond primary care, regardless of patients' ability to pay.
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Clinical training centers should be created where students are given interprofessional health education directly in underserved communities. As an example of interprofessional training, Custodio spoke of how in the early 1990s a grant-funded project brought together medical, nursing, social work, and public health students for weekly sessions in a community health center.
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Grades and degrees were important in choosing applicants, but the priority was to find candidates who had "community heart." Custodio described community heart as the "one kid who stays back and helps clean up" after everyone leaves a big family gathering. As health professions educators move forward in addressing the needs of an aging population, he said, there is a need to understand how individuals' development and their foundation of family and community affect their health and wellness.
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A 2019 special issue of the Journal of the American Geriatric Society addressed consensus-based recommendations for an adequate workforce, noting the need to use interprofessional teams; connect social, clinical, and home care services; build a culturally competent workforce; and train clinicians with appropriate communication skills (Spetz and Dudley, 2019)
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. According to these findings, nursing educators should: • Maintain knowledge and skills in the care of older adults • Serve as advocates and positive role models for quality care for older adults • Implement innovative teaching strategies for engaging learners to develop knowledge, attitudes, and skills for supporting healthy ag ing and the care of older adults • Facilitate interprofessional learning opportunities related to healthy aging and care of older adults • Facilitate the integration of concepts of healthy aging and care of older adults in academic and professional development programs • Collaborate in the evaluation of learning about healthy aging and care of older adults in academic and professional development programs • Demonstrate scholarship and leadership that advances gerontologi cal nursing education and practice and that fosters others' profes sional development.
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Later discussions at the workshop would focus more closely on how to shift attitudes and perceptions among learners in order to improve the capacity of the health care workforce to care for older adults. INTRINSIC CAPACITY FRAMEWORK The World Health Organization (WHO)
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A roundtable of health professionals, students, and other stakeholders discussed the expanded IC framework and whether it is the right model to guide health care professionals in the care of older adults. FIGURE 1-2 The World Health Organization's intrinsic capacity model for aging.
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The second is the integrative health movement, which consists of conventional medicine providers working together with complementary medicine. Professionals in this movement include conventional medicine practitioners as well as acupuncturists, chiropractors, naturopathic physicians, Chinese medicine practitioners, and licensed massage therapists.
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Registered dietitian nutritionists can conduct nutritional assessments and promote the adoption of preventive strategies for aging that address frailty, disability, and other issues that matter most to older adults. Kolasa said that weight loss is sometimes discouraged for older adults because of fears of making function worse, but the things that matter most to older adults often require weight loss.
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It is critical, he said, that the health professions education system "takes a huge stride" in including a significant amount of educational material that will help learners be prepared to take care of the elderly population when they enter clinical practice. There are a variety of methods to introduce this content, he said, including simulations, gamification, and opportunities for students to "roll up their sleeves" and work in the community with older adults.
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Psychology Perspective Health professions education often focuses on disease, said Catherine Grus, the chief education officer at the American Psychological Association, but there is a need to shift the perspective toward health promotion. Training health professionals to think about how to promote health and wellbeing in older adults can make a big impact, she said.
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Social Work Perspective The IC framework fits nicely with the social work perspective, said Nancy Kusmaul of the University of Maryland School of Social Work. For generations, social work has taught the person and environment model, which looks at the interaction between the environment and the individual's strengths and challenges, including physical, mental, cognitive, emotional, and spiritual issues.
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