PASW statistics17.0 for windows was used for analysis（p<.05）

●comparison between majors (disciplines)

Analysis

It is important to learn cooperation skills starting

in training stage in each profession, but few

specific education techniques available

An Education Program Designed for Improved Cooperation Abilities

Among Professionals Supporting Older Adults: The Effects of a

Joint Seminar Using Situation Role Play

Kibi International University ○Kenji Yabuwaki・Naoe Yokoyama・Etsuko Namba・Tsuyako Hosokawa・

Miyuki Iwata・Hironori Kato・Akiko Kuromiya・Syunsuke Imamura・

Koichi Hodzumi・Kaoru Yoshida（Office for Education GP Promotion）

Okayama University Graduate School of Humanities and Social Sciences Tomoko Tanaka

Introduction

This study was intended to implement an education program to promote improved cooperation abilities among health, medical, and social welfare professionals supporting older adults in a university setting and to examine its effects

Methods

56 sophomore & junior students at A University who consented to cooperate in the research

Results

There was no difference among disciplines in student perceptions of cooperation

Rating 1: Strongly agree, 2: Somewhat agree, 3: Neither agree or disagree, 4: Somewhat disagree, 5: Completely disagree

Red: Top 3 items, Blue: Bottom 3 items * p<.05，** p<.01，ns：no significant

E-mail: kyougp08@kiui.ac.jp

Social Welfare major 20 students

Nursing major

13 students

Occupational Therapy major 23 students

Subjects

a.Held a 3-major joint seminar on campus as follows

（90 min/session x 6, held on Feb. 4-6, 2010）

b. Students arbitrarily selected sessions to attend (Number of sessions attended: 2-6, those who attended more than 3 received certificates of completion) c. Performed situation role play in which discharge from elderly health care facility is considered with a consumer in groups of fewer than 8 taking roles of older adult, professional, and observer

d. Students received feedback from instructors and other students to try to comprehend specialties and improve cooperation skills

Procedures

① Descriptive statistics of questionnaire results

② Comparison between pre- and post-seminar Wilcoxon signed rank test

③ Comparison between majors (disciplines) Kruskal-Wallis test

Implemented a survey about professional cooperation (16 items) pre- and post-seminar

●Survey results and pre- & post- comparison（n = 39）

Discussion

● Students rated high regardless of seminar implementation on significance

of cooperation and desire to cooperation in the future, suggesting an un-derstanding of the significance of professional cooperation

● Concern about cooperation pre-seminar with insufficient understanding of

①Student perceptions of cooperation

● Students showed significant improvements in the majority of the percep-tions of cooperation after seminar in favorable way, suggesting the effects of cooperation skills learning program

● Perceptions of methods of cooperation, understanding of consumer-centered cooperation methods, and thinking of other disciplines in coop-eration especially improved, suggesting contribution of the program to ac-quisition of practical methods based on the understanding of other disci-plines

● Perceptions of concern about cooperation did not significantly improve, suggesting the need for continued education and revision of content

②Changes in students post-seminar

● There was no difference in perceptions of cooperation among majors, which can be interpreted as uniform understanding of methodology and other disciplines among sophomores and juniors, but it requires further ex-amination due to the sample size of this study

③Comparison among majors (disciplines)

Conclusions

As a result of an education program to foster improved cooperation abilities in health, medical, and social welfare professionals supporting older adults, student perceptions of cooperation significantly improved, making practical education with

Future directions include examining effective implementation methods in consid-eration of educational curriculum in each profession, and verifying effects using ob-jective outcomes, such as GPA and grades of clinical practica.

Project Promotion Member

（28 members, in kana order） Megumi Akamatsu, Rieko Ikenaga, Shunsuke Imamura, Miyuki Iwata, Yukitomo Okazaki,

Yutaka Oze, Hirohito Kato, Yoshikatsu Kurita, Akiko Kuromiya, Ryuji Kobayashi, Yoko Sasada, Nobuhiro Sonobe (extramural), Akiko Tajima, Tomoko Tanaka (extramural), Yuji Nakazumi, Etsuko Namba, Junko Nanba (extramural), Yukiko Hashimoto, Jun Hirai,

Tomoko Fukushima, Tsuyako Hosokawa, Koichi Hozumi, Koichiro Matsubara,

Shigenori Mera・Mayumi Yasufuku, Kenji Yabuwaki, Naoe Yokoyama, Kaoru Yoshida

Question Items Rating Means

(pre-)－ (post-) p Pre- seminar

Post- seminar

(1) Understand concepts of cooperation 3.28 1.97 1.31 **

(2) Understand practice of cooperation 3.56 2.21 1.36 **

(3) Can plan and implement procedures of cooperation 3.59 2.31 1.28 **

(4) Understand what staff from other disciplines may think

3.85 2.51 1.33 **

(5) Understand what staff from other disciplines may do

3.74 2.74 1.00 **

(6) Understand what I should do as a professional 3.15 2.05 1.10 **

(7) Understand the significance of cooperation 2.74 1.82 0.97 **

(8) Understand the difficulties of cooperation 2.79 1.77 1.03 **

(9) Understand how to respond in consumer (older adult)-centered manners with cooperation

3.69 2.23 1.46 **

(10) Value cooperation 1.23 1.13 0.10 ns

(11) Am confident that I can cooperate competently 3.28 2.77 0.51 **

(12) Think cooperation is difficult (reverse-scored item) 1.82 1.44 0.38 *

(13) Am not sure if I can cooperate competently (reverse-scored item)

1.62 1.87 -0.26 ns

(14) Want to train with students in other disciplines in the university

2.00 1.62 0.38 **

(15) Want to exchange information with students in other disciplines in the university more

2.05 1.59 0.46 **

(16) Want to cooperate with professionals in other disci-plines when I work in the field

1.59 1.33 0.26 *

<Cooperation Skills Learning Program>

① Orientation

② Basic practice 1: Talking to older adults

③ Basic practice 2: Communicating with other disciplines

④⑤ Applied practice (x2): Basic practice 1 & 2

⑥ Summary: Discussion & presentation

Pre- seminar eval

Post- seminar eval

◆Increasingly diverse and complex needs as population ages

◆Individualized care respecting older adults’ dignity, personality, & life back- ground ◆Cooperative approach among health, medical, & social welfare professionals

My doctor is saying,

“No problem going

home,” but….

I am so concerned

about the future that I

can’t think about

recreation.

I can’t do everything if I

go home….

I want to go home, and my wife is

saying I may, but what is she really

thinking…isn’t she actually nervous?

Is it better for my

wife if I stay

here?

Scenes from seminar