34
S1
on cognition across all groups f(2,430)=10.4, p<0.01. The
presence of depressive symptoms was not a mediator. There
was no significant interaction between ethnicity and age
group, or ethnicity and social network structure.
SESSION 1250 (PAPER)
EDUCATION, CARE, AND WELL-BEING
In this sessions, various ways aging education in the class-
room and beyond can be tailored to support care-focused
activities to enhance well-being are discussed.
INFORMAL STUDENT CAREGIVERS: BALANCING
CAREGIVING RESPONSIBILITIES AND ACHIEVING
ACADEMIC SUCCESS
Gretchen Tucker1,  Dana Bradley2,  Roberto Millar3,  how health systems may become an Age-Friendly Health
Claudia Thorne4, and  Christin Diehl5, 1. University of
Maryland, Baltimore, Columbia, Maryland, United States,
2. University of Maryland, Baltimore County, Baltimore,
Maryland, United States, 3. The Hilltop Institute,
Baltimore, Maryland, United States, 4. Coppin State
University, Baltimore, Maryland, United States, 5. The
Hilltop Institute, Baltimore, Maryland, United States
According to the American Association for Retired Persons
(AARP), there are five million student caregivers in the United
States. Seven out of ten student caregivers say their caregiving
roles affect their academic achievements. An informal (un-
paid) student caregiver may provide care for a spouse, family
member (excluding child care), friend, or neighbor. Student
caregivers often encounter obstacles in balancing their care-
giving responsibilities while trying to achieve academic suc-
cess. The goal of this mixed method study is to understand the
experiences of informal (unpaid) student caregivers. The aim
of this study was to expand on a pilot study to increase our
understanding of what challenges students face while being a
caregiver and what resources are most helpful to reach their
academic goals. The study was a mixed methods study con-
sisting of a survey, which was sent to both undergraduate and
graduate students, followed by one-on-one interviews with
students who wanted to provide additional information about
their experiences. Data was collected from two universities in
the Baltimore metropolitan area, one of which is a designated
historically black university and the other a minority serving
university. We present findings from this research with a focus
on identifying challenges and opportunities for universities to
serve informal student caregivers from diverse backgrounds.
More broadly, this research will contribute to the universities’
understanding of student caregivers and help identify new re-
sources to assist students in achieving their academic goals
while being a caregiver.
INFUSION OF AGE-FRIENDLY PRINCIPLES INTO
CURRICULA USING INTERACTIVE MODULES
Sherry Greenberg1,  Shayle Adrian2, and  Riad Twal2, 1.
Monmouth University, Marjorie K. Unterberg School of
Nursing & Health Studies, West Long Branch, New Jersey,
United States, 2. Seton Hall University, South Orange,
New Jersey, United States
This presentation highlights the development of Age-
Friendly care interactive modules to prepare the future
healthcare workforce to care for older adults in Age-Friendly
Innovation in Aging, 2022, Vol. 6, No.
Health Systems. To date, there is a gap in the educational prep-
aration of nurses, advanced practice nurses, and other health
professionals to work in Age-Friendly Health Systems upon
entry into practice. This project, funded by a faculty innov-
ation grant at Seton Hall University, provides undergraduate
and graduate nursing and interprofessional students with
the background knowledge to care for older adults in Age-
Friendly Health Systems. The aim of this project was to de-
velop five interactive modules to embed in undergraduate and
graduate nursing and interprofessional curricula focusing on
the provision of care to older adults using the evidence-based
Downloaded from https://academic.oup.com/innovateage/article/6/Supplement_1/34/6937986 by guest on 21 December 2022
4Ms Framework: What Matters, Medication, Mentation,
and Mobility. Faculty collaborated with instructional de-
signers in development of the modules using Articulate 360
to embed them in curricula. The first module focuses on the
background of the Age-Friendly Health Systems movement,
System, and the evidence for the 4Ms Framework. The
second module focuses on assessment and act on strategies
related to What Matters to older adults including advance
care planning strategies. The third module covers crucial in-
formation related to Medication such as avoiding potentially
inappropriate medications, deprescribing, and antibiotic
stewardship. The fourth module focuses on Mentation and
covers assessment and act on strategies for depression, de-
lirium, and dementia. The fifth module focuses on Mobility
such as promoting mobility and decreasing fall risk.
TEACHING MEDICAL STUDENTS TO INCORPORATE
THE 4MS OF AGE-FRIENDLY HEALTH SYSTEMS
ACROSS THE CONTINUUM OF CARE
Jennifer Severance1, and  Sarah Ross2, 1. UNTHSC-TCOM,
Fort Worth, Texas, United States, 2. University of North
Texas Health Science Center, Fort Worth, Texas, United
States
High quality and equitable health care for older adults
involves patient-centered approaches that can improve the
patient’s engagement, decision-making, and health out-
comes. To educate future health professionals about patient-
centered care across the continuum of care, a HRSA-Geriatric
Workforce Enhancement Program created a four-week online
elective course for third and fourth-year medical students using
the Age-Friendly Health Systems 4Ms framework. Faculty
identified geriatric tools and best practices in the 4M’s areas
of What Matters, Mobility, Mentation, and Medication to de-
velop self-directed asynchronous learning modules. Students
were instructed on incorporating the 4Ms into patient as-
sessments, care planning, interprofessional practice, and pro-
cess improvement in different settings of care. Assignments
included quizzes, case studies, discussion forums, and a pa-
tient experience interview with an older adult or caregiver. At
course completion, students self-assessed their knowledge and
skills and rated the course materials and assignments using
five-point Likert-type items. Ninety-six students participated
in the course between July 2020 and March 2022. Ninety-
eight percent of respondents (n=80) felt the assignments were
helpful, and 100% agreed the course improved their know-
ledge about Age-Friendly Health Systems and different care
settings and processes. Also, 100% felt the content was ap-
plicable to their future practice and 96% would recommend
the course. Qualitative thematic analysis of open-ended ques-
tions showed preferences for interactive elements, such as