Students

1
Students Persons with Dementia Learning
through Service

• Melinda Corwin, Ph.D. CCC-SLP
• Donna Owen, R.N., Ph.D.
• Carolyn Perry, M.S., CCC-SLP
• Presentation at the American Speech-Language-Heari
  ng Convention
• November 22, 2008

2
Service-Learning (S-L)

• Community Service
• Volunteerism
• Field Education
• Perception/Worldview Shifts
• Enhanced Community Relations

3
Evidence-Based Practice (EBP) for Dementia

• Validation Therapy
• Graphic and Written Cues
• Montessori-Based Intervention
• ?
• Connection Kits

4
Project Participants

• Nursing Students (n 28)
• SLP Students (n 25)
• Residents of a Long-Term Care Facility (LTCF)
  with Dementia (n 19)
• Family Members (n 19)

5
Project Questions

• Do students in two different training programs
  (nursing and speech-language pathology) perceive
  benefits from participating in a S-L project
  involving long-term care residents with dementia?
• Do differences occur in students perceptions,
  opinions, and/or attitudes as a result of
  different S-L assignments with the same clinical
  population?

6
Procedures

• Community Partnership Established
• Instructions Protocol
• Nursing Students (Control Group)
• SLP Students (Experimental Group)
• Measures
• End-of-program survey
• Perspectives on S-L
• Attitudes toward community involvement
• Personal reflections

7
Results for Students Perspectives Regarding S-L
Experience

• Both groups felt that their participation in the
  project made them take more responsibility for
  their own learning.
• Nursing Students (Control Group)
• Desired more class time to learn about dementia
  (p .003)
• Project not directly linked to their building of
  clinical skills (p .002)
• Community service should be voluntary rather than
  a course requirement (p .007)

8
(Cont.) Results for Students Perspectives
Regarding Service Learning Experience

• SLP Students (Experimental Group)
• daily life application (p lt .001)
• better understanding of course lectures and
  reading assignments (p .007)
• more S-L should be implemented into more classes
  (p lt .001)
• increased awareness of roles of health care
  professionals in other disciplines (p .046)
• interest in additional S-L classes (p .001)

9
Statistical Results Students Perspectives
Regarding Service Learning Experience

• The control group (M 1.50, SD 0.839) was in
  greater agreement than the treatment group (M
  0.84, SD 0.688) that they would have learned
  more from the classes if more time was spent in
  the classroom instead of in the community (t51
  3.109, p .003).
• The control group (M 1.96, SD 1.201) was in
  greater agreement than the treatment group (M
  1.04, SD 0.790) that the service-learning
  experience was not directly linked to building
  clinical skills (t51 3.342 p .002).
• The control group (M 2.43, SD 1.136) was in
  greater agreement than the treatment group (M
  1.64, SD .860) that community service should be
  voluntary rather than a course requirement (t51
  2.821, p .007).

10
Statistical Results Students Perspectives
Regarding Service Learning Experience

• The treatment group (M 3.24, SD 0.597) was in
  greater agreement than the control group (M
  2.57, SD 0.634) that the service-learning
  course(s) helped them see how course material can
  be used in everyday life (t51 -3.951, p lt
  .001).
• The treatment group (M 3.20, SD 0.577) was in
  greater agreement than the control group (M
  2.57, SD 0.997) that the service-learning
  course(s) helped them have a better understanding
  of material from lectures and readings (t51
  -2.844, p .007).
• The treatment group (M 3.04, SD 0.889) was in
  greater agreement than the control group (M
  1.96, SD 1.105) that more service-learning
  should be implemented into more classes (t51
  -3.874 p lt .001).
• The treatment group (M 2.84, SD 0.688) was in
  greater agreement than the control group (M
  2.32, SD 1.124) that service-learning course(s)
  increased their awareness of the roles of health
  professionals in other disciplines (t51
  -2.049, p .046).
• The treatment group (M 2.84, SD 0.987) was in
  greater agreement than the control group (M
  1.82, SD 1.156) that they would like to enroll
  in additional service learning course(s) (t51
  -3.428, p .001).

11
Results for Students Attitudes Toward Community
Involvement

• Both groups generally agreed that
• the community participation aspect of S-L showed
  them how they can become more involved in the
  community.
• the work they did through S-L benefited the
  community.
• they became more aware of the needs in the
  community because of the S-L project .
• they have a responsibility to serve their
  communities.

12
(Cont.) Results for Students Attitudes Toward
Community Involvement

• Nursing Students (Control Group)
• already volunteering before the S-L project (p lt
  .001).
• would probably not continue to volunteer after
  completion of course (p .005).
• SLP Students (Experimental Group)
• would like to continue involvement even after
  completion of the course (p lt .001).

13
Statistical Results Nursing Students Attitudes
Toward Community Involvement

• The control group (M 2.64, SD 1.026) was in
  greater agreement than the treatment group (M
  1.56, SD 1.003) that they were already
  volunteering before the service-learning
  experience (t51 3.875, p lt .001).
• The control group (M 1.25, SD 0.928) was in
  greater agreement than the treatment group (M
  0.64, SD 0.490) that they probably will not
  continue to volunteer or continue community
  involvement after this course (t51 2.939, p
  .005).

14
Statistical Results SLP Students Attitudes
Toward Community Involvement

• The treatment group (M 2.76, SD 0.831) was in
  greater agreement than the control group (M
  1.71, SD 0.976) that they will continue
  involvement specifically at the service-learning
  site (t51 -4.174, p lt .001).

15
Results for Students Personal Reflections

• Both groups generally agreed that participating
  in the community
• helped to enhance their leadership skills.
• improved their abilities to communicate their
  ideas in a real world context.
• demonstrated that they could make a difference in
  their communities.

16
Conclusions

• Students perceived benefits from participating in
  a S-L project.
• Students perceptions and attitudes differed as a
  result of different S-L assignments with the same
  clinical population.
• Explicit instruction is helpful.
• Careful not to over-do.
• S-L appears to be a promising method for bridging
  classroom and clinical instruction, especially in
  the fields of allied health.

17
Future Directions

• Examine length and type(s) of engagement on the
  part of person with dementia.
• Examine students journal entries.
• Continue to refine connection kit techniques.

18
Student Journal Entries
Now that I had a chance to work with someone
with dementia, my attitude has changed
dramatically. I now know that you can have a
nice conversation with someone even if it doesnt
make a lot of sense. I also learned that just
because someone has dementia, they still deserve
the same dignity and personal care as anyone.
For example, our patient might not always
remember what we talked about, but she still
likes to look nice and feel good about her
appearance. My partner and I learned so much
from our resident. She was able to tell us
stories and little things that I think our
generation never experienced.
19
Selected References

• Bayles, K. Tomoeda, C. (1995). The ABCs of
  Dementia (2nd ed.). Phoenix Canyonlands
  Publishing, Inc.
• Bourgeois, M. S. (1991). Communication
  treatment for adults with dementia. Journal of
  Speech and Hearing Research, 34, 831- 844.
• Bourgeois, M. S. (1992). Evaluating memory
  wallets in conversations with persons with
  dementia. Journal of Speech and Hearing
  Research, 35, 1344-1357.
• Camp, C. (Ed.) (1999). Montessori-Based
  Activities for Persons with Dementia (Vol. 1).
  Beachwood, OH Menorah Park Center for Senior
  Living.
• Camp, C., Judge, K., Bye, C., Fox, K., Bowden,
  J., Bell, M., et al. (1997). An
  intergenerational program for persons with
  dementia using Montessori methods. The
  Gerontologist, 37(5), 688-692.
• Camp, C. Skrajner, M. A. (2004).
  Resident-Assisted Montessori Programming (RAMP)
  Training Persons with Dementia to Serve as
  Group Activity Leaders. The Gerontologist. 44
  (3) 426-431.

20
(Cont.) Selected References

• Chapman, S. B., Ulatowska, H. K., King, K.,
  Johnson, J. K., McIntire, D. D. (1995).
  Discourse in early Alzheimers disease versus
  normal advanced aging. American Journal of
  Speech-Language Pathology, 4(4), 124-129.
• Eaves, L. (2003). Brainstorms A cognitive
  linguistic stimulation program for clients with
  dementia. Gaylord, MI Northern Speech
  Services, Inc.
• Hopper, T. (2005, November). Assessment and
  treatment of cognitive communication disorders
  in individuals with dementia. The ASHA Leader,
  10(15), 10-11.
• Hopper, T. Bayles, K. (2001). Management of
  neurogenic communication disorders associated
  with dementia. In Chapey, R. (4th ed.),
  Language Intervention Strategies in Aphasia and
  Related Neurogenic Communication Disorders, p.
  829-846, Baltimore, MD Lippincott, Williams,
  Wilkins.

21
(Cont.) Selected References

• Hopper, T., Bayles, K. Tomoeda, C. (1998).
  Using toys to stimulate communicative function
  in individuals with Alzheimers disease.
  Journal of Medical Speech-Language Pathology,
  6(2), 73-80.
• Orsulic-Jeras, S. Judge, K. Camp, C. (2000).
  Montessori-based activities for long-term care
  residents with advanced dementia Effects on
  engagement and affect. The Gerontologist, 40(1),
  107- 111.
• Shinnamon, A., Gelmon, S., Holland, B. (1999).
  Methods and strategies for assessing
  service-learning in the health professions. San
  Francisco, CA Community-Campus Partnerships for
  Health.

22
Contact Information

• Melinda.corwin_at_ttuhsc.edu
• Carolyn.perry_at_ttuhsc.edu