Bio-behavior, Aging and Mental Illness Issues in Aging And Mental Illness University of Michigan Lessons Learned/Advice to Schools You must appreciate your students' knowledge level regarding both aging and psychopathology, and have a realistic understanding of how far you can take them. You must incorporate some form of student gerontology knowledge pre-assessment; don't expect to simply drop to their lowest common denominator. (At the University of Michigan, we've achieved the proper leveling-our students are able to perform safe, systematic gerontology-psychology assessments.) Additionally, you must maintain nursing competency among a student body that also includes social work, public health, and psychology. If you are lucky enough to have students who, while taking this concentration, are also working in the gerontology field, or even better, the gerontology-psychology field, you will have great opportunity to bring this course to life. You must have background in both gerontology-psychology and a good understanding of pedagogy and how it works, in order to teach assessment on the web. You must also be comfortable with the requisite technology. Students so appreciate developing gerontology-psychology nursing competence. They feel confident in their assessment abilities, and their role on the interdisciplinary team. Grant Innovations Page | Project Main Page | AACN Home Copyright © 2005 by the American Association of Colleges of Nursing. All rights reserved.