Integrating Curriculum and Practice with Students and their Field Supervisors: Reflections on Spirituality and the Aging (Rosa) Model

• Published in: Educational gerontology Vol. 31; no. 10; pp. 745 - 763
• Main Authors: Birkenmaier, Julie, Behrman, Gary, Berg-Weger, Marla
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 01.11.2005; Taylor & Francis Group Journals
• Subjects: Aging (Individuals); Higher Education; Learning Modules; Older Adults; Public Health; Religious Factors; Social Work; Spiritual Development; United States; Values; United States
• ISSN: 0360-1277; 1521-0472
• DOI: 10.1080/03601270500250150

Knowledge and sensitivity about diverse aging populations is a rapidly emerging area of interest in higher education. The next decades will see dramatic increases in the number of older adults in the United States (Administration on Aging (AOA), 2000 ). Recognizing and utilizing spiritual and religious traditions holds special significance when preparing students to serve older adult populations, as these are potential sources of strength, coping, and social support (Seeber, 1990 ). This paper describes the rationale and strategy for designing, implementing, and teaching students in the social science and health care fields to increase skills, expand knowledge, and deepen sensitivities about spirituality and religion when serving older adults and their families. The authors developed and delivered a teaching module for social work practicum students and their field instructors entitled Reflections on Spirituality and Aging (ROSA). This module may be adapted to other disciplines, (e.g., political science, criminal justice, nursing, public health, and education). The discussion includes an overview of the ROSA content and process as well as qualitative evaluation data of the module. Suggestions and considerations for use of this module in educational settings are provided.