bluuebunny/crossref_metadata_2025_split huggingface dataset:
TRAINING, SUPPORTING, AND ENGAGING VOLUNTEERS 55+ IN VIRTUAL COMPANIONSHIP FOR PEOPLE WITH DEMENTIA
Authors: Herpst Jessica , Samus Quincy , Marx Katherine , Kirchner Kathleen 
Published: January 2025

Abstract
Volunteers play an essential role in our communities and societal health. Engaging, training, and mobilizing a critical mass of volunteers to address social isolation and other dementia care needs may be a potent approach to address the dementia care crisis, and one that is attractive to older volunteers seeking to remain in impactful post-retirement roles. A collaboration between Johns Hopkins University and the Alzheimer’s Association evaluated the feasibility and acceptability of a virtual companionship program for community-residing people with dementia (PWD) delivered by trained Volunteers 55 years and older in the MEMORI Corps trial. We aim to describe the feasibility and lessons learned for recruitment, training, and support of the program volunteers. 52 eligible volunteers were recruited and 35 completed initial volunteer onboarding and training modules and were matched to provide regular virtual visits to a person living with dementia for a 12-week intervention. An approachable and responsive training program and learning environment was created that included didactic learning modules as well as initial and experiential learning opportunities supported by an interdisciplinary clinical team and weekly group-based training support. Common implementation challenges included volunteer long term commitment, difficulty using technology or low confidence using Zoom, scheduling of sessions, maintaining professional boundaries, and addressing dementia symptoms during sessions. Perceived benefits included camaraderie among volunteers; building confidence in using technology, in working with PWD and interpersonal skills; learning about healthy aging; and feeling more productive and connected to the community. Overall, volunteer engagement was feasible for volunteers and had perceived benefits.
VISUALIZING EATING EXPERIENCES IN DEMENTIA: USING MASLOW’S HIERARCHY OF NEEDS AND THE MUNSELL COLOR SYSTEM
Authors: Wang Zih-Ling , McHale Jenna 
Published: January 2025

Abstract
Eating experiences among individuals with dementia represent a multifaceted, subjective, and unique life journey. Despite their complexity, studies analyzing these experiences are limited. This study aims to explore the various domains that shape the trajectory of eating experiences in individuals living with dementia, adapting the Maslow’s Hierarchy of Needs five-stage model and Munsell Color System to map these experiences visually. This presentation introduces an innovative model for visualizing the antecedents of eating experiences. It proposes strategies to enhance positive outcomes and nutritional health in individuals with dementia throughout their experience trajectory. Eating experiences are described across five domains: Aesthetic, Esteem, Sociocultural and Belonging, Safety, and Physiological and Biological. As dementia progresses, increased dependency, the domains measured by degree inward towards the center, can significantly affect these eating experiences. These domains are situated by their degree, with each domain independently fluctuating in size and shape based on the degree of maintained personhood as dependency needs shift. Minimal variation within these domains is essential for optimizing the eating experience. Each domain-related experience is subject to fluctuation over time, influenced by both external and internal life events. The trajectory’s shape is a visual representation of changes in experience over time. By identifying positive and negative cases within the eating experiences, this presentation illustrates how deficiencies in specific domains can lead to negative eating experiences. Additionally, the presentation offers health professionals a method to tailor care strategies for enhancing eating experiences by interpreting current and trend domain mappings.
LABOR MARKET PROSPECTS AND FINANCIAL AND HEALTH OUTCOMES OF ADULT CHILDREN CAREGIVERS AFTER THEIR PARENTS’ DEATH
Authors: Mudrazija Stipica , Ornstein Katherine , Hernandez Fernando 
Published: January 2025

Abstract
As the population ages, an increasing number of adult children provide unpaid care to their parents who require help with health or function. While research and policy attention has focused on improving the caregiving experience, including workplace leave practices, little is known about the outcomes and challenges of family members once their caregiving role ends post-death. The context of caregiving, including factors such as the age of deceased parent, duration of care, level of (family) support, and caregiver gender, among others, may all impact the labor force trajectory and other adult children caregivers’ outcomes following their parents’ death. For this analysis, we use data from the 1998-2020 waves of the Health and Retirement Study, focusing on labor market trajectories, financial wellbeing and health outcomes of former caregivers ages 53-61 at the time of their parents’ death. Our preliminary results suggest that within two years of their parents’ death, adult children caregivers remain 6 percentage points less likely to work than those whose parents have not passed away. This suggests that former caregivers continue to be less likely to work than non-caregivers following the death of their parents. Additional analyses will focus on examining longer term labor force trajectory of former family caregivers as well as other outcomes of interest, including their financial wellbeing and physical and mental health status.
BUILDING CAPACITY TO ADDRESS HOARDING AND CLUTTER AMONG OLDER ADULTS: DEVELOPING A NETWORK OF TRAINED PROVIDERS
Authors: Keefe Bronwyn , Nizza Megan , Muroff Jordana 
Published: January 2025

Abstract
Hoarding disorder (HD) is a challenging mental health and public health problem characterized by difficulty discarding possessions, and excessive acquisition that contribute to substantial clutter and impaired functioning. HD occurs in 2-5% of adults and worsens with age. Clutter limits the ability to utilize space and function in a home, poses significant health risks, and creates housing instability. The lack of people trained in HD limits access to evidence-based assessments and interventions and home-based support that may mitigate risks. To address this, the Center for Aging and Disability Education and Research developed an online course on Hoarding Disorder in Older Adults to increase the knowledge and skills of those working in community-based agencies, including housing and local health departments. A total of 110 people completed the training, with 96% strongly agreeing it expanded their knowledge and understanding and 93% saying this training will help them to apply new practice skills. The learners showed significant improvements (p&lt;.001) in all learning competencies from the pre-post-course self-assessments. The largest change was in the area of being able to identify intervention options and current treatment approaches with hoarding. This program can serve as a model to improve the attitudes, knowledge, and practice behaviors of a wide range of people who work with older adults. The goal is that this will lead to successfully engaging those with hoarding, which may increase openness to services, improve their mental health, and reduce public health risks so older adults can continue to live independently.
NUMERACY SKILL USE AND SKILL PROFICIENCY AMONG OLDER WORKERS IN THE UNITED STATES
Authors: Yamashita Takashi , Narine Donnette , Chidebe Runcie , Cummins Phyllis , Kramer Jenna , Karam Rita 
Published: January 2025

Abstract
Recent studies linked numeracy—the ability to understand numeric information -- and a variety of economic well-being outcomes (e.g., employment, income). However, aging is generally associated with lower numeracy skills, and in turn, older workers may face disadvantages in the labor market. The key to maintaining and promoting numeracy skills over the life course is continuous use in everyday life as well as at work. Yet relatively little is known about how older workers use their numeracy skills. Nationally representative data of older workers aged 50 years and older (n = 1,760) were obtained from the 2012/2014/2017 U.S. Program for the International Assessment of Adult Competencies (PIAAC) restricted-use-file pooled data. Latent class analysis was conducted to identify underlying numeracy skill use patterns. Results showed that three classes or subgroups with distinctive numeracy skill use patterns were identified. Subgroup 1 (infrequent users) only used specific and basic numeracy skills, such as calculating prices and costs at home. Subgroup 2 (occupational users) used a variety of numeracy skills, such as preparing graphs and tables, and using formulas, mostly at work. Subgroup 3 (ubiquitous users) used a variety of basic to advanced numeracy skills both at work and at home. Subgroups 1, 2, and 3 had significantly different numeracy skill proficiency scores, 247, 265, and 280 out of 500 points, respectively. Detailed demographic and socioeconomic characteristics were also examined by the identified latent classes to inform education interventions and policies to promote numeracy skills and in turn, economic well-being of older workers.
OLDER WORKERS’ DEMOGRAPHIC AND SOCIOECONOMIC CHARACTERISTICS BY DIGITAL SKILL USE PATTERNS IN THE UNITED STATES
Authors: Yamashita Takashi , Narine Donnette , Chidebe Runcie , Cummins Phyllis , Kramer Jenna , Karam Rita 
Published: January 2025

Abstract
In the current technology-rich society, having sufficient skills to use information and communication technology (ICT) for problem-solving is advantageous in the labor market from a human capital perspective. However, older workers tend to have lower digital problem-solving skills than their younger counterparts. Practice engagement theory suggests that continuous use of skills can promote and maintain skill proficiency over the life course. The current study examined the digital problem-solving skills use patterns among older workers in the United States. Nationally representative samples of workers aged 50 years and older (n = 1,700) were obtained from the 2012/2014/2017 U.S. Program for the International Assessment of Adult Competencies (PIAAC) restricted-use-file pooled data. Latent class analysis with seven ICT use indicators, such as email, spreadsheet, and virtual discussions, at home and work (14 in total) identified two distinctive underlying subgroups, including ubiquitous ICT users and infrequent ICT users. The ubiquitous ICT users had a greater average digital problem-solving skills score (280 out of 500 points) than infrequent ICT users (244 points). About 25% of the ubiquitous users used virtual discussions at work, while only 3% of the infrequent users did. Subsequent binary logistic regression showed that the ubiquitous users were more likely to be younger, women, college-educated, and higher income earners than the infrequent users. Findings are useful to identify older workers who may be at risk of being digitally left behind in the labor market, as well as to inform digital problem-solving skills promotion interventions based on the ubiquitous users’ characteristics.
EFFECTS OF ADVANCE CARE PLANNING TRAINING ON STUDENTS’ KNOWLEDGE, COMFORT, AND CONFIDENCE
Authors: Barnes Stacy , Breakwell Susan 
Published: January 2025

Abstract

Students report feeling unprepared to engage in advance care planning (ACP).

Methods
A 2-hour, interprofessional workshop was held in-person in April 2018 and 2019, and virtually in 2021 and 2022 for students from medicine, nursing, physician assistant, speech pathology, counseling psychology, biomedical sciences, communication, and sociology (N=223). The workshop aimed to educate students about ACP, foster exploration of personal preferences for end-of-life care, and empower them to initiate ACP conversations with others. It incorporated highly engaging activities including personal reflection, drawing, writing, video clips, case presentations, as well as small and large group discussions. A Qualtrics survey, using a retrospective post- then pre- questionnaire design, elicited feedback 1-day post-workshop.

Results
Regardless of delivery format, respondents rated the workshop highly (97% excellent or good) and liked interacting with peers from other disciplines in small group discussions best. Paired-samples t-tests revealed statistically significant differences following the workshop in four of five areas (p&lt; 0.001) i.e., increased understanding of advance directives, comfort completing their own advance directive, comfort talking with their family and/or personal doctor, and confidence in starting an ACP conversation with others. No significant change was detected in students’ comfort exchanging ACP ideas in a team discussion (p=0.19).

Discussion
A workshop can increase students’ self-reported knowledge, comfort, and confidence with ACP, as applied to themselves and/or family. However, results suggest working in an interprofessional healthcare team requires additional training and experience. These findings can help guide ACP curricula in health professions education.
ENGAGING THE PAST FOR THE FUTURE: APPLYING ANTIRACIST PEDAGOGY TO HEALTH DISPARITIES IN LATER LIFE
Authors: Karasik Rona , Kishimoto Kyoko , Boateng Isaac Asirifi , Hafner Camryn , Zuniga Claudia Burgos 
Published: January 2025

Abstract
Pervasive health disparities among racial groups are well documented throughout the life course and across generations. The continued persistence of these disparities, however, suggests that simply recognizing their presence is insufficient for preparing future gerontologists, care-providers, and policymakers to address them. How can educators help gerontology students not only acknowledge the existence and impact of such disparities, but also to consider their root causes - an essential step toward effecting social change? Moreover, how can we prepare gerontology educators to guide students through this exploration? Building on previous content compilations regarding housing (Kishimoto & Karasik, 2018) and retirement (Karasik & Kishimoto, 2022), and integrating emerging research and educational approaches from fields such as Public Health (e.g., Braveman et al., 2022; Jones et al., 2018; Yearby et al., 2022), this presentation showcases newly developed/adapted educational materials and activities geared toward facilitating gerontology students’ exploration of racial health disparities from an antiracist perspective. Central to the provided lesson plans is an annotated timeline pairing key historical events with health care related policies and programs in the U.S., as well as multi-media resources on related topic areas. Given the current political climate (e.g., the dual influences of Black Lives Matter and anti-DEI legislation) and the varying extent of students’ (both domestic and international) prior understanding of US history, strategies for supporting productive classroom discussions on racial health disparities in later life are also shared from both faculty and student perspectives.
OCCUPATIONAL THERAPY AND NEUROPSYCHOLOGY: INTERDISCIPLINARY COLLABORATION IN CURRICULUM DEVELOPMENT
Authors: Christopher Theresa , Christopher Jennifer 
Published: January 2025

Abstract
Interdisciplinary care models have a positive impact on older adult care (Harris, 2006). This is especially true for people diagnosed with dementia (Galvin et al., 2014). Neuropsychologists and occupational therapists are vital team members in providing care to people diagnosed with dementia. However, there is a lack of research highlighting the collaboration between these two professions. The current authors believe that graduate education is an opportune time to initiate these collaborations. The current poster aims to showcase a partnership between a neuropsychologist and occupational therapy professor. This collaboration resulted in a one-hour lecture provided by a neuropsychologist to masters of occupational therapy students in a geriatric theory course. The lecture outlined the role of the neuropsychologist in differential diagnosis of dementia and the opportunities for interdisciplinary collaboration between occupational therapists and neuropsychologists. The authors believe that this lecture is beneficial to routinely include in standard occupational therapy geriatric curriculum. In the future, the authors hope to conduct a quantitative study to examine the effectiveness of this lecture in promoting students’ understanding of dementia and the partnership between neuropsychology and occupational therapy. References Galvin, J. E., Valois, L., & Zweig, Y. (2014). Collaborative transdisciplinary team approach for dementia care. Neurodegenerative disease management, 4(6), 455-469. doi: 10.2217/nmt.14.47. Harris, B. A. (2006). Interdisciplinary education: What, why, and when? Journal of Physical Therapy Education, 20(2), 3-8.
PRIORITIZING GERIATRIC EDUCATION FOR HEALTH CARE PROVIDERS
Authors: Brown Lana , Morrison Wanda , Smith Julie , Sullivan Dennis 
Published: January 2025

Abstract
Within the United States, there is a deficit of Geriatricians providing care for older adults, and this deficit will only grow as the population continues to age, meaning all health care providers will be responsible for the care of older adults. A learner needs assessment is a systematic approach to examining what individuals or groups need to learn in relation to health care practice. A learner needs assessment is a core element of designing effective, targeted geriatric educational interventions. In 2022, a brief six question online survey was distributed to all health care providers within the South Central Veterans Affairs (VA) Health Care Network to determine the top geriatric education needs. Within the survey, provider demographics requested were primary discipline and primary work setting (inpatient/outpatient). Respondents were requested to choose at least 5 out of 50 topics provided that would be the most useful for future geriatric education. Responses were received from 143 health care providers with the majority of the responses being from social workers 59(41.3%) and nurses 45(31.5%). There were 103 health care providers from outpatient areas and 40 from inpatient areas. The top geriatric education topics requested were mental health (50.4%), Alzheimer’s disease/dementia (48.3%), legal issues (38.5%), chronic pain (35.0%), depression (32.2%), and management of chronic conditions (30.1%). Experts were recruited to provide geriatric education on the highest priority requested topics. Providing geriatric education improves care for older adults ensuring health care providers are prepared to care and advocate for this diverse and often vulnerable population.
PROMOTING GERONTOLOGICAL TRAINING AND POSITIVE ATTITUDES OF AGING THROUGH HIGH-IMPACT TEACHING PRACTICES
Authors: Fox Aimee , Riding Bethany 
Published: January 2025

Abstract
Despite being the youngest state, Utah, along with the rest of the United States, has a growing aging population. There is demand from state leaders and employers for individuals, families, and a workforce that are knowledgeable about the experiences and needs of older adults. Utah Valley University (UVU) is Utah’s largest public university, with a dual-mission of a first-rate teaching university and open-admissions promoting easy access to higher education. Yet, efforts at UVU to promote gerontological training in the social sciences have been minimal. Students at UVU are often unaware of what gerontology is and the importance of gerontological training, and report negative attitudes and fears about aging and older adults. This descriptive case study is the first stage of a larger project aimed at promoting enrollment in UVU’s gerontology certificate and shifting student attitudes about aging to promote positive perceptions of and interactions with older adults and aging experiences. During this first stage, the gerontology certificate was adjusted to align with AGHE gerontology competencies, and an Adult Development and Aging course was re-designed with high-impact practices, including a common intellectual experience focused on service- and experiential-learning activities. This study reports on re-design efforts, the engagement and feedback of 80 students across two sections of the course, and the impact of learning activities on students’ attitudes about aging and older adults. Also addressed are theoretical and practical suggestions for promoting gerontological training, potential pitfalls to avoid, and recommendations for implementing these changes across a variety of higher education settings.
THE RELATIONSHIP BETWEEN BIOGRAPHY, EDUCATION, AND ICT USE IN AGE: A LIFE COURSE PERSPECTIVE
Authors: Klank Christina , de Vries Tjard , Himmelsbach Ines , Doh Michael 
Published: January 2025

Abstract
The digital transformation of society is challenging for many older adults, especially those living in institutionalized settings. Support systems are needed, but often lacking. This study first presents a learner-centered approach that focuses on individual interests and abilities of the target group: older adults in institutionalized settings. In order to sustain ICT use (information and communication technology), professionals need to develop programs based on the needs of the target group. Therefore, this study secondly uses a narrative approach to analyze biographies of older adults in order to exploit their potential for conclusions about ICT use. An interdisciplinary German research project established a participatory design for the target group. This design pairs advanced peers with beginners to introduce ICT (e.g. tablets, Internet) based on beginners’ interests and needs. Advanced peers were recruited as volunteers and participated in a train-the-trainer program beforehand. In this study, biographical-narrative and problem-centered interviews were conducted with 42 older German adults (White; age=62-95; 57% female; beginners=24, advanced=18). The interviews were analyzed within a narrative approach to compare subjective narratives about biography, education, and ICT use. Different biographical patterns were identified and are illustrated by two contrasting cases from each group. The results provide evidence that older adults’ biographies influence and partially predict older adults’ motivation and educational interests, which in turn influence ICT use. Additionally, ICT is perceived as either a lifestyle (e.g. meeting communication needs) or a tool (e.g. maintaining independence). When developing educational activities for older adults, we recommend including biographical components in curricula.