Cognitive Aging and Research Education Center (CARE) focuses on clinical, research, and outreach for education on dementia.
As an undergraduate health promotion student, we are required to complete an internship in our final semester of school. The internship allows students to create or enhance a health promotion program at a site of our choosing with guidance from the HESPA II competencies.
For my internship, I chose to work with the CARE Center because it aligns with my career interests in geriatric care, specifically within rural areas of Georgia. My proposed job at the internship will include navigating music therapy classes and collaborating with the geriatrician to improve health outcomes for patients. There are also opportunities to attend outreach events in rural areas to network with other health professionals.
Week 11 Competencies & Reflection
Competency (VI) 6.1 Determine factors that affect communication with the identified audience. 6.1.2 Identify the assets, needs, and characteristics of the audience that affect communication and message design (e.g. literacy levels, language, culture, and cognitive and perceptual abilities). Summary: This week, I spent time finalizing some of the pages in the early-stage care guide, working with…
Friday (4/10)
Today at the CARE Center, I spent the day adding designs, pictures, and different graphics for the early-stage care guide. Since all of the pages are finished, I will continue to work on creating the designs for them. I spoke with Sarah about some of the pages to adjust or change, so I will also…
Thursday (4/9)
Today at the CARE Center, I worked on different graphics, designs, and pages for the early-stage care guide. I made it my goal to try and add all of the pages so that for the last weeks, I can work on finalizing the draft. By the end of the day, I had all of the…
Week 10 Competencies & Reflection
Competency (VI) 6.1 Determine factors that affect communication with the identified audience. 6.1.2 Identify the assets, needs, and characteristics of the audience that affect communication and message design (e.g. literacy levels, language, culture, and cognitive and perceptual abilities). Summary: This week, I spent time working on the early-stage care guide, working with different graphics, pictures,…
Friday (4/3)
Today at the CARE Center, I spent most of the day designing more for the care guide. I got feedback today from Jenay and Sarah about what they do and do not want to see, which was very helpful for the process. Jenay suggested to add pictures of people to give the guide a more…
Thursday (4/2)
Today at the CARE Center, I spent the day working on designs for the early-stage care guide. Today, I felt that I needed some inspiration for how to organize the information, so I found some other caregiver guides online to compare organization and structure of the pages. This was very helpful for giving me ideas…
Week 9 Competencies & Reflection
Competency (VI) 6.1 Determine factors that affect communication with the identified audience. 6.1.1 Segment the audience to be addressed, as needed. 6.1.2 Identify the assets, needs, and characteristics of the audience that affect communication and message design (e.g. literacy levels, language, culture, and cognitive and perceptual abilities). Summary: This week, I spent time designing the…
Friday (3/27)
Today at the CARE Center, I spent more time working on designs and graphics for the early-stage care guide. Sarah and I finalized the “R” in CARE backpack to mean resources, and we agreed this would work if resources referred to appointment notes, medication lists, emergency contacts, while “E” for emergency was an extra pair…
Thursday (3/26)
Today at the CARE Center, I worked on more graphic designs and details for the early-stage care guide. This included the dementia symptoms, which were designed as a road, the timeline of dementia and why this may vary, and the CARE backpack, a backpack designed to follow the letters of CARE with a mnemonic: C…
Week 8 Competencies & Reflection
Competencies (1) 1.1 Plan assessment 1.1.1 Define the purpose and scope of the assessment. 1.1.2 Identify priority population. Summary: Since Sarah and I have updated and changed the guidance of the care guide, this allowed us to redefine the purpose of the care guide (1.1.1). With these updates, we made sure to understand who the…
Friday (3/20)
Today at the CARE Center, I spent time going over the new changes to the early-stage care guide with Sarah. We discussed the differences we wanted to see in the guide, such as less emphasis on specific recommendations and legal documents, and safety considerations, and more towards general guidance and suggestions. The guide is also…
Thursday (3/19)
Today at the CARE Center, Sarah and I spent some time discussing my plans for the rest of the semester. We planned for me to start on the design and graphics of the first care guide while Sarah made edits as I began to design. The first half of the day I spent working on…
Week 7 Competencies & Reflection
Competency (6) 6.1 Determine factors that affect communication with the identified audience. 6.1.1 Segment the audience to be addressed 6.1.2 Identify the assets, needs, and characteristics of the audience(s) that affect communication and message design (e.g., literacy levels, language, culture, and cognitive and perceptual abilities). Summary: This week, I spent time creating Volume 3, that…
Friday (3/6)
Today for the CARE Center, I spent some time working on Volume 3 at home. I spoke with Sarah to establish our plan for the upcoming week and we still agreed that finishing a rough draft of Volume 3 and beginning designs after spring break would be best. I spent a few hours today gathering…
Thursday (3/5)
Today at the CARE Center, I sat down with Sarah to discuss the timeline for the care guides. We decided that we should go through with drafting all of the care guides, and instead of trying to design all of them, I could really focus on creating and perfecting the first one for a final…
Week 6 Competencies & Reflection
Competencies (2 & 3) 2.1 Engage priority populations, partners, and stakeholders for participation in the planning process. 2.1.1 Convene priority populations, partners, and stakeholders. 2.1.2 Facilitate collaborative efforts among priority populations, partners, and stakeholders. This week, I shared the outline of Volume 1 with Sarah so that we could collaborate on the document (2.1.1). I…
Friday (2/27)
Today, Sarah was unable to come in for work, so we decided that I could work from home to edit the care guides. I took time reviewing what Sarah edited so that I could incorporate these changes into my writing style for Volume 2 and 3. I spent a half day working through changes in…
Thursday (2/27)
Today at the CARE Center, Sarah and I spent time going over Volume 1 about early-stage dementia caregiving. She spent time editing to make sure information was accurate, clear, and detailed. While she did this, I used those changes to edit Volume 2 about middle-stage dementia caregiving, while also completing the second volume. I also…
Week 5 Competencies & Reflection
Competencies (6) 6.1 Determine factors that affect communication with the identified audience(s). 6.1.1 Segment the audience to be addressed, as needed. 6.1.2 Identify the assets, needs, and characteristics of the audience(s) that affect communication and message design (e.g., literacy levels,language, culture, and cognitive and perceptual abilities). Summary: This week, I spent time finalizing the rough…
Friday (2/20)
Today at the CARE Center, I spent time working on the middle stage dementia caregiver guide while Sarah went over the early stage. Scout, the Master’s student, and I also helped Sarah work on “breaking” a new survey she was planning to launch at a networking event. We spent some time figuring out changes that…
Thursday (2/19)
Today at the CARE Center, I finalized the draft for the early stage dementia caregiver guide. Sarah and I discussed that once I had a draft, she would make the final edits to correct for accuracy and wording of all of the information. I then began to work on the middle stage dementia caregiver guide…
Week 4 Competencies & Reflection
Competencies (1 & 2) 1.2 Obtain primary data, secondary data, and other evidence-informed sources. 1.2.1 Identify primary data, secondary data, and evidence-informed resources. 1.2.2 Establish collaborative relationships and agreements that facilitate access to data. Summary: After creating my own version of the early-stage care guide, Sarah gave me access to presentations, primary CARE Center data,…
Friday (2/13)
Today at the CARE Center, I spent the first part of the morning discussing the edits that Jenay suggested from out previous meeting. Sarah agreed with these edits and also offered me tons of the CARE Center resources so that I can adapt my writing and graphics to information they already have approved and available.…
Thursday (2/12)
Today at the CARE Center, I spent the morning meeting with Jenay to discuss the first draft of the first book that is covering early-stage dementia. We spent this time going over what wording could be changed, where tables and graphics could be added, and making sure that the overall structure and purpose is where…
Week 3 Competencies & Reflection
Competencies (1 & 2) 1.1 Plan Assessment 1.1.1 Define the purpose and scope of the assessment. 1.1.3 Identify existing and available resources, policies, programs, practices, and interventions. Summary: This week, I worked with Sarah to narrow down the scope of the first book which is a caregiver guide for early-stage dementia (1.1.1). We used other…
Sunday (2/8)
Today with the CARE Center, I volunteered for a dementia-friendly event at Studio Athens. The idea behind this event was to create a space where those with dementia, their caregivers, friends, and family could all enjoy a dance show without the expectations of sitting still and quiet. Attendees were allowed to sing and dance along…
Friday (2/6)
Today at the CARE Center, I spent time going over the Book 1 outline with Sarah. Right now, we are working on finding a balance between our purpose in the books without providing an overwhelming amount of information to each book. The overall purpose of the books is to provide a stage-by-stage guide for caregivers…
Thursday (2/5)
Today at the CARE Center, I spent time with Sarah discussing important information to include in each chapter within each book. We shared ideas and thoughts about the structure of the chapters. After this, I spent the day making an outline of the first book, adding headings and information for each chapter of the book.…
Week 2 Competencies & Reflection
Competencies (1) 1.1 Plan Assessment 1.1.1 Define the purpose and scope of the assessment. 1.1.3 Identify existing and available resources, policies, programs, practices, and interventions. 1.1.5 Recruit and/or engage priority population(s), partners, and stakeholders to participate throughout all steps of in the assessment, planning, implementation, and evaluation processes. Summary: During my meeting with Sarah and…
Friday (1/30)
Today at the CARE Center I worked on a structuring my project with the help of Sarah and her coworker Janay. As a group, we decided that the care guide should be structured into 4 separate books, from early to late-stage dementia, as this would the most practical way for caregivers to learn about their…
Thursday (1/29)
Today at the CARE Center, I spent my time editing the care guide using Canva. For the first half of the day, I spent time with Sarah discussing more questions to ask for our meeting tomorrow, as well as looking through other dementia care guides for inspiration. After lunch, I used my time to make…
Wednesday (1/28)
Today I joined the CARE center for half a day to be able to shadow a patient interaction and discuss with my supervisor, Sarah, about goals for the week. As soon as I got there, Sarah and I visited a patient to discuss brain health and care as well as talking through their next stages.…
Week 1 Competencies & Reflection
Competencies (1 & 2) 1.1 Plan Assessment 1.1.1 Define the purpose and scope of the assessment. 1.1.3 Identify existing and available resources, policies, programs, practices, and interventions. 1.1.5 Recruit and/or engage priority population(s), partners, and stakeholders to participate throughout all steps in the assessment, planning, implementation, and evaluation processes. Summary: I spent time with my…
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