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Using Guest Speakers to Influence Graduate Social Work Students to Work with Older Adults

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Title: Using Guest Speakers to Influence Graduate Social Work Students to Work with Older Adults
Language: English
Authors: Mbita Mbao (ORCID 0000-0002-3910-1437), Kristin Erbetta, Sai Mouanoutoua
Source: Educational Gerontology. 2024 50(12):1151-1160.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Social Work, Graduate Students, Older Adults, Speeches, Partnerships in Education, Student Attitudes, Influences, Public Speaking, Specialists, Teaching Methods
DOI: 10.1080/03601277.2024.2378569
ISSN: 0360-1277
1521-0472
Abstract: Social work programs are grappling with changing students' attitudes about working with older adults. Our study aimed to understand whether adding a guest speaker working in the field into weekly content would influence students' attitudes about working with older adults. We conducted an exploratory study using a cross-sectional design with a pre and posttest to answer our question. Eighteen MSW students were enrolled in the 'Social Work with Older Adults' course and 17 students completed the pre-posttests. Willingness to work with older adults was measured using the "Willingness to Work with Elderly People Scale (WEPS). Guest speakers were recruited from local area agencies on aging. A significant finding was a statistically significant (t= -3.31, p < 0.01) increase from pre- (M = 3.59, SD = 1.54) to posttest (M = 4.88, SD = 1.22) scores for item, 'My professors advise me to consider aged care career.' In addition, there were statistically significant pre to posttest differences for all items of 'Perceived Behavioral Control' and 'Intention toward working with older adults' reflecting competence, training, skills, and capabilities to work with older adults, suggesting guest speakers may play a crucial role as influential sources to positively shape students' attitudes and intentions toward working with older adults.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451001
Database: ERIC
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  Value: &lt;anid&gt;AN0180968482;egr01dec.24;2024Nov21.02:30;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0180968482-1&quot;&gt;Using guest speakers to influence graduate social work students to work with older adults&#160;&lt;/title&gt; &lt;sbt id=&quot;AN0180968482-2&quot;&gt;Introduction&lt;/sbt&gt; &lt;p&gt;Social work programs are grappling with changing students&#39; attitudes about working with older adults. Our study aimed to understand whether adding a guest speaker working in the field into weekly content would influence students&#39; attitudes about working with older adults. We conducted an exploratory study using a cross-sectional design with a pre and posttest to answer our question. Eighteen MSW students were enrolled in the &#39;Social Work with Older Adults&#39; course and 17 students completed the pre-posttests. Willingness to work with older adults was measured using the &quot;Willingness to Work with Elderly People Scale (WEPS). Guest speakers were recruited from local area agencies on aging. A significant finding was a statistically significant (t= −3.31, p &amp;lt;.01) increase from pre- (M = 3.59, SD = 1.54) to posttest (M = 4.88, SD = 1.22) scores for item, &#39;My professors advise me to consider aged care career.&#39; In addition, there were statistically significant pre to posttest differences for all items of &#39;Perceived Behavioral Control&#39; and &#39;Intention toward working with older adults&#39; reflecting competence, training, skills, and capabilities to work with older adults, suggesting guest speakers may play a crucial role as influential sources to positively shape students&#39; attitudes and intentions toward working with older adults.&lt;/p&gt; &lt;p&gt;The United States is experiencing a demographic shift and by 2030, 1 in 5 people will be over the age of 65 (United States Census Bureau, [&lt;reflink idref=&quot;bib27&quot; id=&quot;ref1&quot;&gt;27&lt;/reflink&gt;]). However, despite this growth, the supply of geriatric professionals needed to work with the older population must catch up with the demand for qualified professionals. Social workers are well positioned to work with older adults because they can serve them in different capacities and professional settings, including clinical, case management, and at a macro level. Recent data from the United States Department of Labor Statistics, predicts an employment increase of 12% between 2020 and 2030 for social workers (Bureau of Labor Statistics, [&lt;reflink idref=&quot;bib4&quot; id=&quot;ref2&quot;&gt;4&lt;/reflink&gt;]), however, despite the demand for geriatric-trained professionals, there continues to be a decline in social work students&#39; willingness to work with the aging population (Schnall &amp;amp; Weiss-Gal, [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref3&quot;&gt;26&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Many social work programs are grappling with ways to change students&#39; attitudes about working with the aging population (Schnall &amp;amp; Weiss-Gal, [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref4&quot;&gt;26&lt;/reflink&gt;]). The task of recruiting enough social workers to work in the geriatric services field is challenging (Schnall &amp;amp; Weiss-Gal, [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref5&quot;&gt;26&lt;/reflink&gt;]) and partly due to a lack of interest in social work graduates to embark on a career in the aging field (Berg-Weger &amp;amp; Schroepfer, [&lt;reflink idref=&quot;bib2&quot; id=&quot;ref6&quot;&gt;2&lt;/reflink&gt;]; Salsberg &amp;amp; Martiniano, [&lt;reflink idref=&quot;bib25&quot; id=&quot;ref7&quot;&gt;25&lt;/reflink&gt;]; Schnall &amp;amp; Weiss-Gal, [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref8&quot;&gt;26&lt;/reflink&gt;]). Hence, current data reports only 4% of social workers are trained in gerontology (Flaherty &amp;amp; Bartels, [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref9&quot;&gt;14&lt;/reflink&gt;]). Ageism (Chonody, [&lt;reflink idref=&quot;bib7&quot; id=&quot;ref10&quot;&gt;7&lt;/reflink&gt;]; Gendron et al., [&lt;reflink idref=&quot;bib15&quot; id=&quot;ref11&quot;&gt;15&lt;/reflink&gt;]) and negative attitudes toward older adults (Schnall &amp;amp; Weiss-Gal, [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref12&quot;&gt;26&lt;/reflink&gt;]) have also been documented as reasons for the low numbers in social work student graduates working with older adults. Furthermore, the gap between social work graduates&#39; low willingness to work with older adults and the increasing aging population is a concern for social work programs (Baik &amp;amp; Davitt, [&lt;reflink idref=&quot;bib1&quot; id=&quot;ref13&quot;&gt;1&lt;/reflink&gt;]). This concern has led to a need for social work programs to develop pedagogical strategies and models to combat ageism and increase social work students&#39; willingness to work with older adults (Baik &amp;amp; Davitt, [&lt;reflink idref=&quot;bib1&quot; id=&quot;ref14&quot;&gt;1&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Social work schools need help attracting students interested in working with older adults. One study that has explored this topic found that students are more interested in working with older adults when exposed to aging coursework during their training (Gutheil et al., [&lt;reflink idref=&quot;bib17&quot; id=&quot;ref15&quot;&gt;17&lt;/reflink&gt;]). Furthermore, most of the research has focused on infusing age-related content throughout the curriculum (Chonody &amp;amp; Wang, [&lt;reflink idref=&quot;bib8&quot; id=&quot;ref16&quot;&gt;8&lt;/reflink&gt;]; Cummings et al., [&lt;reflink idref=&quot;bib11&quot; id=&quot;ref17&quot;&gt;11&lt;/reflink&gt;]; Even-Zohar &amp;amp; Werner, [&lt;reflink idref=&quot;bib12&quot; id=&quot;ref18&quot;&gt;12&lt;/reflink&gt;]; Lee &amp;amp; Waites, [&lt;reflink idref=&quot;bib22&quot; id=&quot;ref19&quot;&gt;22&lt;/reflink&gt;]), or experiential learning, with exposing students to an aging population (Mendoza et al., [&lt;reflink idref=&quot;bib23&quot; id=&quot;ref20&quot;&gt;23&lt;/reflink&gt;]). However, in their systematic review, Baik and Davitt ([&lt;reflink idref=&quot;bib1&quot; id=&quot;ref21&quot;&gt;1&lt;/reflink&gt;]) found that experiential learning that directly exposes social work students to older adults, especially those who are frail, may reinforce negative attitudes about older adults, further pushing social work students away from the geriatric field. Baik and Davitt ([&lt;reflink idref=&quot;bib1&quot; id=&quot;ref22&quot;&gt;1&lt;/reflink&gt;]) found that exposing social work students directly and indirectly through lectures with aging-related content, media, and classroom exercises had a statistically significant and positive impact on modifying attitudes and willingness toward working with older adults. Similar findings are documented by Even-Zohar and Werner ([&lt;reflink idref=&quot;bib12&quot; id=&quot;ref23&quot;&gt;12&lt;/reflink&gt;]) who found that using film or media and classroom exercises relevant to aging-related issues positively impacted students&#39; attitudes toward a willingness to work with older adults (Even-Zohar &amp;amp; Werner, [&lt;reflink idref=&quot;bib12&quot; id=&quot;ref24&quot;&gt;12&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Despite the efforts to shift students&#39; attitudes about working with older adults, there continues to be concerns with the number of social work students electing to work with older adults upon graduation and a continued decline in student enrollment in many geriatric social work programs. Hence, there is a need to develop innovative ways to engage students in learning beyond curriculum infusion and experiential learning. There is a need for teaching and learning design in social work programs that exposes students to frontline social workers who passionately work with the population. Positive outcomes have been reported for studies that use guest speakers in the curriculum to influence career decisions in young people (Organization for Economic Co-operation and Development [OECD], [&lt;reflink idref=&quot;bib24&quot; id=&quot;ref25&quot;&gt;24&lt;/reflink&gt;]) and students pursuing criminal justice courses (Chintakrindi, [&lt;reflink idref=&quot;bib6&quot; id=&quot;ref26&quot;&gt;6&lt;/reflink&gt;]). However, we could not find studies in the field of social work that used weekly guest speakers to expose students to social work professionals working in the field to influence students&#39; attitudes about working with older adults. Many students graduate without a clear understanding of the different roles in aging field. Hence, this study aimed to understand whether infusing media, which has been documented to have positive outcomes (Baik &amp;amp; Davitt, [&lt;reflink idref=&quot;bib1&quot; id=&quot;ref27&quot;&gt;1&lt;/reflink&gt;]; Even-Zohar &amp;amp; Werner, [&lt;reflink idref=&quot;bib12&quot; id=&quot;ref28&quot;&gt;12&lt;/reflink&gt;]) and guest speakers working in the field into the weekly content would help influence students&#39; attitudes about working with older adults. The research question was: Does the use of guest speakers influence students&#39; attitudes about working with older adults? We hypothesized that an association exists between the use of guest speakers and social work student attitudes to work with older adults.&lt;/p&gt; &lt;hd id=&quot;AN0180968482-3&quot;&gt;Methods&lt;/hd&gt; &lt;p&gt;The authors conducted an exploratory study using a cross-sectional design with a pre and posttest. The study was conducted at a state university in the Northeast United States. Eighteen master of social work students were enrolled in the newly developed &#39;Social Work with Older Adults and their Families&#39; course and 17 students completed the pre-posttests. The final sample (&lt;emph&gt;n&lt;/emph&gt; = 17) was a combination of first and second year MSW students. The study purpose was to examine the influence of guest speakers working in the field, combined with media/film, on the willingness of social work students to work with older adults. Willingness to work with older adults was measured using the &#39;Willingness to Work with Elderly People Scale (WEPS)&#39;, (Appendix). The authors are aware that &#39;older adult&#39; is more acceptable than &#39;elder&#39; and are only using this term in keeping with the language used in the validated instrument. The WEPS is a validated instrument with a Cronbach&#39;s alpha value of 0.81 (Fadayevatan et al., [&lt;reflink idref=&quot;bib13&quot; id=&quot;ref29&quot;&gt;13&lt;/reflink&gt;]). This scale was designed and psychometrically evaluated based on the Theory of Planned Behavior (TPB). The questionnaire has four sections, including attitude to work (individual&#39;s positive or negative evaluation of behavior), subjective work (individual&#39;s perception of social issues related to the behavior), perceived behavior control, and willingness to work (working with older adults). The four sections of the questionnaire (WEPS) consist of 20 items (5 questions per section). Responses to each item will be scored on a 6-point Likert-type scale ranging from 1 (strongly disagree) to 6 (strongly agree). The lowest and highest possible scores for willingness to work with the elderly will equal 20 and 120 (Fadayevatan et al., [&lt;reflink idref=&quot;bib13&quot; id=&quot;ref30&quot;&gt;13&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;We also collected sociodemographic information from our participants, including age, gender, partner status, years of work/volunteer experience, program level, and year in the program. This information allows for a better understanding of our participants and to whom the data may be generalizable to. We did not collect critical social demographic data such as race/ethnicity due to the small sample size and because most of the students in the class were white. We recognized that collecting race/ethnicity data in such a small sample could potentially compromise the anonymity of students of color. Therefore, we acknowledge that our decision to not collect this data may lead to assumptions of &#39;absolutism&#39; (Hammer &amp;amp; Hammer, [&lt;reflink idref=&quot;bib18&quot; id=&quot;ref31&quot;&gt;18&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;The participants in the study were all graduate students pursuing their MSW degrees, as the course was designed at that level. As outlined by the Substance Abuse and Mental Health Services Administration (SAMHSA) in 2019, there is a clear need for behavioral health service providers who specialize in treating older adults. According to the Centers for Medicare &amp;amp; Medicaid Services (CMS), clinical social workers are among the select few mental health professionals who offer psychotherapy services for those who receive Medicare benefits, a significant number of whom are aged 65 or older, as Medicare is the primary health insurance provider for most adults in this age group. It is concerning that up to 63% of older adults who experience a mental disorder do not receive the necessary behavioral health services due, in part, to the shortage of trained providers (Byers et al., [&lt;reflink idref=&quot;bib5&quot; id=&quot;ref32&quot;&gt;5&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;The study was conducted between May and July 2023. All students who enrolled in the summer 6-week intensive class were sent information about the study, consent forms, and a pre-survey to complete if interested in participating in the research. Students were informed that participation in the research was voluntary, not required to take the course, and would have no impact on their grade, as their participation (or not) was not known to the researchers. Only students who completed the consent form and pre-posttest were included in the study. The study was approved by IRB.&lt;/p&gt; &lt;hd id=&quot;AN0180968482-4&quot;&gt;Sampling method and participant recruitment&lt;/hd&gt; &lt;p&gt;Convenience sampling was used for survey participants, which is a nonprobability sampling technique where subjects were selected because of their convenient accessibility and proximity to the researcher (Jager et al., [&lt;reflink idref=&quot;bib20&quot; id=&quot;ref33&quot;&gt;20&lt;/reflink&gt;]). The first author was the instructor for the &#39;Social Work with Older Adults&#39; course. All students enrolled in the course were eligible to participate in the study. Eligibility criteria included being an MSW student and enrollment in the course. Two weeks before the beginning of the class, all the students received an e-mail from a research assistant, inviting them to participate in the research. The e-mail clearly stated that participation in the study was voluntary and not mandatory. Students who were interested in participating were provided with a separate link containing a detailed informed consent form which explained the study in detail. All the consent forms and pre- and post-study surveys were kept in a file folder that was not accessible to the instructor/primary investigator until after the class was completed, and all grades had been finalized.&lt;/p&gt; &lt;hd id=&quot;AN0180968482-5&quot;&gt;The aging course&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0180968482-6&quot;&gt;Curriculum delivery&lt;/hd&gt; &lt;p&gt;The course on aging was designed as a blended course to include both asynchronous and synchronous content. During the synchronous portion of the course, students were required to meet on Zoom for 90 minutes. Attendance for these sessions was mandatory, and guest speakers were also invited to participate. During these sessions, the guest speakers facilitated the class discussion related to the content for that week, which was related to the guest speaker&#39;s area of expertise or work experience. In addition to the synchronous zoom sessions, asynchronous content was available on Canvas (which is the University&#39;s Learning Management System), and students were expected to engage in discussions, watch recorded lectures/other media and complete readings at their own pace.&lt;/p&gt; &lt;hd id=&quot;AN0180968482-7&quot;&gt;Curriculum content and topics&lt;/hd&gt; &lt;p&gt;The course infused media/film and included weekly speakers working in the field who discussed the personal and professional satisfaction they received from their role working with older adults. The guest speakers provided insight into the day to day functioning in their role. For example, during the week the course covered caregiver support for older adults, we invited a caregiver specialist to discuss their role and how they support caregivers. In addition, for this week, the students watched the documentary &#39;Gen Silent,&#39; which partly covers some challenges faced by LGBTQ older adults who may not have family for a caregiver because they either never married or never had children. For many of the LGBTQ older adults, caregivers are neighbors, friends, or members of the LGBTQ community. The other topics included mental health and substance use; Alzheimer&#39;s, dementia, and other related diagnoses; aging with a disability; older adults and technology; abuse and neglect in older adults; home and community-based services; long-term services and supports; and end of life. Each week, students had to respond to a discussion post in response to the media/film for that week. Table 1 shows a list of the topics, guest speaker roles and film/media shared with students for all the six weeks.&lt;/p&gt; &lt;p&gt;Table 1. Summary of topics/film and guest speakers.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Week&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Topic&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Guest Speaker Role&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Film/Media&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;1.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Social work with older adults and Successful Aging&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;No Guest speaker. Faculty shared experience working with older adults.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Successful aging and the brain Video Clip: &amp;lt;ext-link ext-link-type=&quot;url&quot; href=&quot;https://youtu.be/UI8MRVTKfe8?si=VdtqslXUgD7g-1BH&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;2.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Alzheimer&#39;s/Dementia and Related Diagnosis/Aging with a disability&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Social Worker working on a dementia unit in a long-term facility.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Video clip: So many Goodbyes: The Alzheimer&#39;s Journey&quot; &amp;lt;ext-link ext-link-type=&quot;url&quot; href=&quot;https://youtu.be/5vvh0PxloD8&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;3.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Mental Health/Substance use and Isolation in Older Adults&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Clinical Case Worker -working at an Aging Services Agency.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Video Clip &quot;Opioids and Addiction/ Aging Matter/NPT Reports &amp;lt;ext-link ext-link-type=&quot;url&quot; href=&quot;https://youtu.be/jjZARPB%5f2XQ&quot; /&amp;gt; Video Clip &quot;Mind Matters- Mental Health for Older People &amp;lt;ext-link ext-link-type=&quot;url&quot; href=&quot;https://youtu.be/63f0lRvdB5s&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;4.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Sexuality and Aging/Culture/Ethnicity and Aging/Caregiving&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Caregiver Support Specialist- working at an Aging Services Agency.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Watch Video: Gen Silent &amp;lt;ext-link ext-link-type=&quot;url&quot; href=&quot;https://www.kanopy.com/en/salemstate/video/145884/188359&quot; /&amp;gt; Watch Video: Older Adult Sexuality &amp;lt;ext-link ext-link-type=&quot;url&quot; href=&quot;https://youtu.be/TgXBD48ju18&quot; /&amp;gt; Caring the Caregiver: Fight Caregiver Stress and Prevent Burnout &amp;lt;ext-link ext-link-type=&quot;url&quot; href=&quot;https://www.youtube.com/watch?v=BfoKIppqmJo&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;5.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Older Adults and Technology/Legal and ethical issues in Aging/Elder abuse and Neglect&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Protective Services supervisor- working at an Aging Services Agency.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Watch Video: Elder Abuse and Neglect: &amp;lt;ext-link ext-link-type=&quot;url&quot; href=&quot;https://youtu.be/AVQT99MVurs&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;6.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Home and Community Based Services&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Client Services Manager - working at an Aging Services Agency.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Watch Video: Aging in place &amp;lt;ext-link ext-link-type=&quot;url&quot; href=&quot;https://www.pbs.org/video/aging-in-place-mb9jvs/&quot; /&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;hd id=&quot;AN0180968482-8&quot;&gt;Guest speaker recruitment&lt;/hd&gt; &lt;p&gt;Guest speakers were recruited and conveniently selected through the aging services agencies in the area, home and community-based services and nursing facilities and through the university alumni websites. Three of the 5 guest speakers were recent graduates and alumni of the university. Research suggests that students have positive outcomes when the guest speakers are recent graduates and alumni of the program and can relate to the student (Cloud &amp;amp; Sweeney, [&lt;reflink idref=&quot;bib10&quot; id=&quot;ref34&quot;&gt;10&lt;/reflink&gt;]). Guest speakers appreciated being asked to speak to the students about their roles and respond to questions. All guest speakers had an MSW. The guest speakers co-taught the classes bringing in their lived experience working with older adults.&lt;/p&gt; &lt;hd id=&quot;AN0180968482-9&quot;&gt;Analysis&lt;/hd&gt; &lt;p&gt;We used Excel (2018) to perform all data analyses, with an original sample size of 18 MSW students. Analyses included participants who completed both the pre and posttest surveys for a final sample of &lt;emph&gt;N&lt;/emph&gt; = 17. We used univariate statistics to calculate frequencies and percentages of sample characteristics (Table 2). In Tables 2–5, paired t-tests were used to estimate statistically significant differences in mean pre and posttest survey scores and their standard deviations for Attitude, Subjective Norm, Perceived Behavioral Control and Intention Items.&lt;/p&gt; &lt;p&gt;Table 2. Sociodemographic characteristics of the participants (&lt;emph&gt;N&lt;/emph&gt; = 17).&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Sample Characteristics&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;N = 17&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Percent %&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;Age&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 18&amp;amp;#8211;30&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;41&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 31&amp;amp;#8211;40&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;8&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;47&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 41&amp;amp;#8211;50&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;Gender&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Female&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;13&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;76&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Male&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Non-binary&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;Partner status&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Single&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;65&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Married&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;35&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;Work/volunteer experience&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 0&amp;amp;#8211;1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;53&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 2&amp;amp;#8211;4&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;7 (41%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;41&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 5&amp;amp;#8211;10&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0 (0%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 11+&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1 (6%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;Program level&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; MSW&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;17 (100%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;100&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;italic&amp;gt;Year in program&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;15 (88%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;88&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 2&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2 (12%)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Table 3. Attitudes&#39; toward working with older adults. Pre-post survey results (n = 17).&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Attitude Items&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Pre-test M (SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Post-test M (SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;t-test&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;P&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Working with the elderly is gratifying&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.00 (0.71)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.76 (1.48)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.70&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;NS&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;*Care of elderly patients is waste of financial resources&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.18 (0.53)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.18 (0.39)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;NS&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;*Working with aged patients is disappointing&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.94 (0.90)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.71 (0.85)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.66&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;NS&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;*Working with older adults is a dead-end job&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.41 (0.80)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.18 (0.39)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;NS&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Working with the elderly is a highly rewarding experience&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.18 (0.64)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.29 (1.26)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.37&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;NS&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Table 4. Subjective norm toward working with older adults. Pre-post survey results (n = 17).&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Subjective Norm Items&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Pre-test M (SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Post-test M (SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;t-test&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;P&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Caring for the elderly is a human duty&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.24 (1.25)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.47 (0.62)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.72&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;NS&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;My culture encourages me to work with the elderly&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.29 (1.61)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.41 (1.42)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;0.20&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;NS&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;There is enough encouragement for working with the elderly&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.41 (1.84)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.29 (2.17)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0.14&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;NS&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;My professors advise me to consider aged care career&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.59 (1.54)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.88 (1.22)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;3.31&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.01&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Working with elderly people is socially valuable&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.41 (1.58)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.24 (1.35)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;1.62&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;NS&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Table 5. Perceived behavioral control toward working with older adults. Pre-post survey results (n = 17).&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Perceived Behavioral Control Items&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Pre-test M (SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Post-test M (SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;t-test&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;P&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;I achieve competencies for the care of older patients&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.00 (0.94)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.88 (1.05)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;2.58&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.05&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;I have professional competencies in aged care&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.65 (1.11)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.59 (1.12)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;2.99&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.01&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;In the curriculum there is enough aged care training&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.41 (0.62)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.47 (1.66)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;2.66&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.05&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;I have the skills to work with the elderly&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.88 (1.22)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.88 (0.60)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;2.92&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.01&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;I have the necessary capabilities to provide end-of-life care&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.65 (1.06)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.71 (1.36)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;3.65&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.01&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;hd id=&quot;AN0180968482-10&quot;&gt;Results&lt;/hd&gt; &lt;p&gt;Table 2 shows that all participants were at the MSW level and most (88%) were in their first year of the program. The majority identified as female (76%) and the remaining 24% of participants identified as male (12%) or non-binary (12%). Almost half (47%) of the sample was between 31–40 years old, with 41% between 18–30 and 12% between 41–50. Compared to those who were married/partnered (35%), most participants were single (65%). More than half of participants (53%) reported 0–1 years of work/volunteer experience and 41% reported 2–4 years of experience.&lt;/p&gt; &lt;p&gt;Table 3 displays means and standard deviations for pre and post test scores with paired t-test statistics and p-values for statistical significance. There were no statistically significant differences in pre to posttest scores on items reflecting participants&#39; &#39;Attitudes&#39; toward working with older adults.&lt;/p&gt; &lt;p&gt;Table 4 displays means and standard deviations for pre and post test scores with paired t-test statistics and p-values for statistical significance. Although there were no statistically significant differences in &#39;Subjective Norm&#39; items regarding duty, cultural expectations, social value and encouragement toward caring for older adults, there was a statistically significant (&lt;emph&gt;t&lt;/emph&gt; = −3.31, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.01) increase from pre (&lt;emph&gt;M&lt;/emph&gt; = 3.59, SD = 1.54) to posttest (&lt;emph&gt;M&lt;/emph&gt; = 4.88, SD = 1.22) scores for participants whose professors advised them to consider aged care careers.&lt;/p&gt; &lt;p&gt;Table 5 displays means and standard deviations for pre and post test scores with paired t-test statistics and p-values for statistical significance. There were statistically significant pre to posttest differences for all items of &#39;Perceived Behavioral Control&#39; that reflect competence, training, skills and capabilities to work with older adults. There was a statistically significant (&lt;emph&gt;t&lt;/emph&gt; = −2.58, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.05) increase from pre (&lt;emph&gt;M&lt;/emph&gt; = 4.00, SD = 0.94) to posttest scores (&lt;emph&gt;M&lt;/emph&gt; = 4.88, SD = 1.05) for perceptions of achieving competencies in the care of older patients. Participant scores for skills to work with older adults increased significantly (&lt;emph&gt;t&lt;/emph&gt; = −2.92, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.01) from pre (&lt;emph&gt;M&lt;/emph&gt; = 3.88, SD = 1.22) to posttest (&lt;emph&gt;M&lt;/emph&gt; = 4.88, SD = 0.60). Participants showed significantly (&lt;emph&gt;t&lt;/emph&gt; = −3.65, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.01) increased pre (&lt;emph&gt;M&lt;/emph&gt; = 2.65, SD = 1.06) to posttest scores (&lt;emph&gt;M&lt;/emph&gt; = 3.71, SD = 1.36) for perceptions of having the necessary capabilities to provide end-of-life care. Statistically significant (&lt;emph&gt;t&lt;/emph&gt; = −2.66, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.05) differences in pre (&lt;emph&gt;M&lt;/emph&gt; = 2.41, SD = 0.62) to posttest scores (&lt;emph&gt;M&lt;/emph&gt; = 3.47, SD = 1.66) indicate increased perceptions of the adequacy of aged care training in the curriculum.&lt;/p&gt; &lt;p&gt;Table 6 displays means and standard deviations for pre and post test scores with paired t-test statistics and p-values for statistical significance. There were statistically significant pre to posttest differences for all &#39;Intention&#39; items that reflect career plans, priorities and preferences. A reverse coded item indicating the intention to never consider an aged care job showed a statistically significant (&lt;emph&gt;t&lt;/emph&gt; = 2.43, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.05) decrease from pre (&lt;emph&gt;M&lt;/emph&gt; = 1.76, SD = 0.56) to posttest scores (&lt;emph&gt;M&lt;/emph&gt; = 1.29, SD = 0.47). There was a statistically significant (&lt;emph&gt;t&lt;/emph&gt; = −2.79, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.05) increase from pre (&lt;emph&gt;M&lt;/emph&gt; = 3.35, SD = 1.06) to posttest scores (&lt;emph&gt;M&lt;/emph&gt; = 4.47, SD = 1.07) for aged care being a career priority. Those who indicated that they would definitely choose working with older people significantly (&lt;emph&gt;t&lt;/emph&gt; = −4.08, &lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001) increased from pre (&lt;emph&gt;M&lt;/emph&gt; = 2.76, SD = 0.90) to posttest (&lt;emph&gt;M&lt;/emph&gt; = 4.12, SD = 1.27).&lt;/p&gt; &lt;p&gt;Table 6. Intention toward working with older adults. Pre-post survey results (n = 17).&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Intention Items&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Pre-test M(SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Post-test M(SD)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;t-test&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;P&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;One of my career priorities upon graduation is aged care&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.35 (1.06)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.47 (1.07)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;2.79&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.05&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;*I will never consider an aged care job&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.76 (0.56)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.29 (0.47)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.43&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.05&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;After graduation, I would like to work in community aged care&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.41 (1.18)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.53 (1.07)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;3.08&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.01&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Upon graduation, I would prefer to work with the elderly&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.06 (0.97)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.24 (1.25)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;2.98&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.01&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;After graduation, I definitely choose working with older people&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.76 (0.90)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.12 (1.27)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;4.08&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;1 *Reversed items.&lt;/p&gt; &lt;hd id=&quot;AN0180968482-11&quot;&gt;Discussion&lt;/hd&gt; &lt;p&gt;The use of guest speakers is not a new pedagogy concept in social work, however, very few studies (Bishop, [&lt;reflink idref=&quot;bib3&quot; id=&quot;ref35&quot;&gt;3&lt;/reflink&gt;]; Clayden &amp;amp; Coohey, [&lt;reflink idref=&quot;bib9&quot; id=&quot;ref36&quot;&gt;9&lt;/reflink&gt;]) have looked at the role of guest speakers in influencing student career choices. This study aimed to explore whether infusing media and a guest speaker working in the field into the weekly content would help influence students&#39; attitudes about working with older adults. The significant finding in our study was the notable change in the &#39;Subjective Norm&#39; item &#39;professors&#39; advice regarding aged care careers.&#39; This finding indicates a positive shift in participants&#39; perceptions of the influence of their professors in advising them to consider aged care careers. The use of guest speakers may have played a crucial role in enhancing the perceived importance of such guidance, potentially positioning guest speakers as key influencers in shaping students&#39; career choices related to working with older adults. This finding suggests that guest speakers can be particularly effective in influencing students&#39; attitudes and intentions toward working with older adults. Similar findings have been reported in studies that looked at how guest speakers can influence social work student&#39;s attitudes toward working with older adults (Goel, [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref37&quot;&gt;16&lt;/reflink&gt;], &amp;amp; Bishop; [&lt;reflink idref=&quot;bib3&quot; id=&quot;ref38&quot;&gt;3&lt;/reflink&gt;]). In addition, the results indicated notable and statistically significant changes in participants&#39; perceptions of &#39;Perceived Behavioral Control&#39; across various domains related to working with older adults, which suggested the Intervention positively and significantly impacted participants&#39; confidence, competence, skills, and capabilities in working with older adults. Being able to listen to the guest speakers share their job responsibilities and necessary skills may have led to an improvement in students&#39; readiness and effectiveness in providing care to the aging population. As noted by Ji et al. ([&lt;reflink idref=&quot;bib21&quot; id=&quot;ref39&quot;&gt;21&lt;/reflink&gt;]), in their study, guest-speakers have higher influence on career-related decisions in students than traditional academic classroom learning. Hence, it was not surprising that the study results revealed a significant shift in participants&#39; intentions related to their career plans, priorities, and preferences in the context of aged care employment. These changes were evident across various dimensions of the &#39;Intention&#39; items. There was a positive alteration in participants&#39; openness to considering aged care as a potential career option. Having guest speakers may have influenced a more favorable attitude toward employment in aged care settings, highlighting the malleability of individuals&#39; career preferences through targeted professionals who are already working in the field and are passionate about aging. Similar findings were documented by Jablon-Roberts and McCracken&#39;s ([&lt;reflink idref=&quot;bib19&quot; id=&quot;ref40&quot;&gt;19&lt;/reflink&gt;]) with students reporting a guest speakers changed their anticipated career path.&lt;/p&gt; &lt;p&gt;One finding that was surprising was related to &#39;Attitudes&#39; toward working with older adults. Participants-maintained a stable baseline in this aspect indicating the intervention had no influence. Similarly, the &#39;Subjective Norm&#39; items related to duty, cultural expectations, social value, and general encouragement toward caring for older adults all had no statistically significant. This is an important finding as it speaks to how guest speakers did not influence students&#39; attitudes or shift their cultural expectations toward working with the older adults and may be an area for further examination.&lt;/p&gt; &lt;hd id=&quot;AN0180968482-12&quot;&gt;Limitations&lt;/hd&gt; &lt;p&gt;Although the cross-sectional design may limit statements about causality, the one group pretest/posttest design offered a pretest baseline that allows for comparison with posttest results. While causal implications would be enhanced by using a control group pre and posttest design, this was neither practical nor ethical to have one group be denied access to the course. Some additional limitations include participant bias, sample size, and lack of generalizability. Students who enrolled in the course may already have been interested in working with older adults and may have responded positively to the Intervention. In addition, the self-selection bias may impact the generalization of the results to the entire social work student population and the overestimating the effectiveness of the Intervention. Furthermore, the self-reported measures may also have led to response bias, especially when assessing subjective norms. In addition, it is essential to note that the study&#39;s sample size was only 17 students, which may have reduced the findings&#39; statistical power. The timeframe for the study was also short. This was a summer intensive course held over a 6-week period. Therefore, it would be essential to consider whether the Intervention can sustain similar results in the long term. Future research should focus on conducting a more extensive longitudinal study across different social work schools that measure the effectiveness of incorporating media and guest speakers across various courses over an extended period post-graduation to see if the Intervention helps sustain the positive influence over a long period.&lt;/p&gt; &lt;hd id=&quot;AN0180968482-13&quot;&gt;Conclusion/implications&lt;/hd&gt; &lt;p&gt;Guest speakers are crucial for developing strategies that leverage influential sources to positively shape individuals&#39; attitudes and intentions toward working with older adults. Further research could explore the specific elements of professorial mentoring that had the most significant impact, aiding in the refinement of intervention for future implementation. Having guest speakers may suggest a notable impact on participants&#39; openness to considering careers with older adults. These findings have important implications for workforce planning and interventions to attract social workers to work with older adults. With the growing demand for social workers, it is important for more schools of social work to explore incorporating the use of guest speakers working in the profession as way to influence students&#39; intentions toward working in the geriatric field.&lt;/p&gt; &lt;hd id=&quot;AN0180968482-14&quot;&gt;Disclosure statement&lt;/hd&gt; &lt;p&gt;No potential conflict of interest was reported by the author(s).&lt;/p&gt; &lt;hd id=&quot;AN0180968482-15&quot;&gt;Supplementary material&lt;/hd&gt; &lt;p&gt;Supplemental data for this article can be accessed online at https://doi.org/10.1080/03601277.2024.2378569&lt;/p&gt; &lt;hd id=&quot;AN0180968482-16&quot;&gt;Appendix&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Demographic characteristics&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Age:&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Gender: &amp;amp;#9633; Male &amp;amp;#9633; Female&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Marital status: &amp;amp;#9633; Single &amp;amp;#9633; Married &amp;amp;#9633; Divorced&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Field of study: &amp;amp;#9633; Medical Nursing &amp;amp;#9633; Gerontology &amp;amp;#9633; Public Health&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#9633; Rehabilitation &amp;amp;#9633; Paramedical &amp;amp;#9633; Pharmacology&amp;amp;#9633; Dental&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Degree of course: &amp;amp;#9633; PhD &amp;amp;#9633; Medical Specialist &amp;amp;#9633; Master &amp;amp;#9633; Bachelor&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Year of study:&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Willingness to Work with Elderly People Scale (WEPS)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;1-Strongly disagree2-Disagree3-Somewhat disagree 4-Somewhat agree 5-Agree 6-Strongly agree&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Attitude&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Working with the elderly is gratifying&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;*Care of elderly patients is the waste financial resources&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;*Working with aged patients is disappointing&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;*Working with older adults is a dead-end job&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Working with the elderly is a highly rewarding experience&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Subjective Norm&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Caring for the elderly is a human duty&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;My culture encourages me to work with the elderly&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;There is enough encouragement for working with the elderly&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;My professors advise me to consider aged care career&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Working with elderly people is socially valuable&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Perceived Behavioral Control&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;I achieve competencies for the care of older patients&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;I have professional competencies in aged care&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;In the curriculum there is enough aged care training&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;I have the skills to work with the elderly&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;I have the necessary capabilities to provide end-of-life care&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Intention&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;One of my career priorities upon graduation is aged care&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;*I will never consider an aged care job&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;After graduation, I would like to work in community aged care&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Upon graduation, I would prefer to work with the elderly&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;After graduation, I definitely choose working with older people&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; 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  Group: Ti
  Data: Using Guest Speakers to Influence Graduate Social Work Students to Work with Older Adults
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Mbita+Mbao%22&quot;&gt;Mbita Mbao&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-3910-1437&quot;&gt;0000-0002-3910-1437&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Kristin+Erbetta%22&quot;&gt;Kristin Erbetta&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Sai+Mouanoutoua%22&quot;&gt;Sai Mouanoutoua&lt;/searchLink&gt;
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  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Educational+Gerontology%22&quot;&gt;&lt;i&gt;Educational Gerontology&lt;/i&gt;&lt;/searchLink&gt;. 2024 50(12):1151-1160.
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  Data: Routledge. Available from: Taylor &amp; Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
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  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
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  Label: Education Level
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  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Higher+Education%22&quot;&gt;Higher Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Postsecondary+Education%22&quot;&gt;Postsecondary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Social+Work%22&quot;&gt;Social Work&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Graduate+Students%22&quot;&gt;Graduate Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Older+Adults%22&quot;&gt;Older Adults&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Speeches%22&quot;&gt;Speeches&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Partnerships+in+Education%22&quot;&gt;Partnerships in Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Student+Attitudes%22&quot;&gt;Student Attitudes&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Influences%22&quot;&gt;Influences&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Public+Speaking%22&quot;&gt;Public Speaking&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Specialists%22&quot;&gt;Specialists&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Teaching+Methods%22&quot;&gt;Teaching Methods&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/03601277.2024.2378569
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0360-1277&lt;br /&gt;1521-0472
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Social work programs are grappling with changing students&#39; attitudes about working with older adults. Our study aimed to understand whether adding a guest speaker working in the field into weekly content would influence students&#39; attitudes about working with older adults. We conducted an exploratory study using a cross-sectional design with a pre and posttest to answer our question. Eighteen MSW students were enrolled in the &#39;Social Work with Older Adults&#39; course and 17 students completed the pre-posttests. Willingness to work with older adults was measured using the &quot;Willingness to Work with Elderly People Scale (WEPS). Guest speakers were recruited from local area agencies on aging. A significant finding was a statistically significant (t= -3.31, p &lt; 0.01) increase from pre- (M = 3.59, SD = 1.54) to posttest (M = 4.88, SD = 1.22) scores for item, &#39;My professors advise me to consider aged care career.&#39; In addition, there were statistically significant pre to posttest differences for all items of &#39;Perceived Behavioral Control&#39; and &#39;Intention toward working with older adults&#39; reflecting competence, training, skills, and capabilities to work with older adults, suggesting guest speakers may play a crucial role as influential sources to positively shape students&#39; attitudes and intentions toward working with older adults.
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  Group: Date
  Data: 2024
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  Label: Accession Number
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  Data: EJ1451001
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    Identifiers:
      – Type: doi
        Value: 10.1080/03601277.2024.2378569
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 1151
    Subjects:
      – SubjectFull: Social Work
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Older Adults
        Type: general
      – SubjectFull: Speeches
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Influences
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      – SubjectFull: Public Speaking
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      – SubjectFull: Specialists
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      – SubjectFull: Teaching Methods
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    Titles:
      – TitleFull: Using Guest Speakers to Influence Graduate Social Work Students to Work with Older Adults
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            NameFull: Mbita Mbao
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            NameFull: Kristin Erbetta
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            – TitleFull: Educational Gerontology
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