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Educators’ perspectives about how older hospital patients can engage in a falls prevention education programme: a qualitative process evaluation

OBJECTIVES: Falls are the most frequent adverse event reported in hospitals. Patient and staff education delivered by trained educators significantly reduced falls and injurious falls in an older rehabilitation population. The purpose of the study was to explore the educators’ perspectives of delive...

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Autores principales: Hill, Anne-Marie, McPhail, Steven M, Francis-Coad, Jacqueline, Waldron, Nicholas, Etherton-Beer, Christopher, Flicker, Leon, Ingram, Katharine, Haines, Terry P
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BMJ Publishing Group 2015
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4679942/
https://www.ncbi.nlm.nih.gov/pubmed/26656027
http://dx.doi.org/10.1136/bmjopen-2015-009780
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author Hill, Anne-Marie
McPhail, Steven M
Francis-Coad, Jacqueline
Waldron, Nicholas
Etherton-Beer, Christopher
Flicker, Leon
Ingram, Katharine
Haines, Terry P
author_facet Hill, Anne-Marie
McPhail, Steven M
Francis-Coad, Jacqueline
Waldron, Nicholas
Etherton-Beer, Christopher
Flicker, Leon
Ingram, Katharine
Haines, Terry P
author_sort Hill, Anne-Marie
collection PubMed
description OBJECTIVES: Falls are the most frequent adverse event reported in hospitals. Patient and staff education delivered by trained educators significantly reduced falls and injurious falls in an older rehabilitation population. The purpose of the study was to explore the educators’ perspectives of delivering the education and to conceptualise how the programme worked to prevent falls among older patients who received the education. DESIGN: A qualitative exploratory study. METHODS: Data were gathered from three sources: conducting a focus group and an interview (n=10 educators), written educator notes and reflective researcher field notes based on interactions with the educators during the primary study. The educators delivered the programme on eight rehabilitation wards for periods of between 10 and 40 weeks. They provided older patients with individualised education to engage in falls prevention and provided staff with education to support patient actions. Data were thematically analysed and presented using a conceptual framework. RESULTS: Falls prevention education led to mutual understanding between staff and patients which assisted patients to engage in falls prevention behaviours. Mutual understanding was derived from the following observations: the educators perceived that they could facilitate an effective three-way interaction between staff actions, patient actions and the ward environment which led to behaviour change on the wards. This included engaging with staff and patients, and assisting them to reconcile differing perspectives about falls prevention behaviours. CONCLUSIONS: Individualised falls prevention education effectively provides patients who receive it with the capability and motivation to develop and undertake behavioural strategies that reduce their falls, if supported by staff and the ward environment.
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spelling pubmed-46799422015-12-22 Educators’ perspectives about how older hospital patients can engage in a falls prevention education programme: a qualitative process evaluation Hill, Anne-Marie McPhail, Steven M Francis-Coad, Jacqueline Waldron, Nicholas Etherton-Beer, Christopher Flicker, Leon Ingram, Katharine Haines, Terry P BMJ Open Qualitative Research OBJECTIVES: Falls are the most frequent adverse event reported in hospitals. Patient and staff education delivered by trained educators significantly reduced falls and injurious falls in an older rehabilitation population. The purpose of the study was to explore the educators’ perspectives of delivering the education and to conceptualise how the programme worked to prevent falls among older patients who received the education. DESIGN: A qualitative exploratory study. METHODS: Data were gathered from three sources: conducting a focus group and an interview (n=10 educators), written educator notes and reflective researcher field notes based on interactions with the educators during the primary study. The educators delivered the programme on eight rehabilitation wards for periods of between 10 and 40 weeks. They provided older patients with individualised education to engage in falls prevention and provided staff with education to support patient actions. Data were thematically analysed and presented using a conceptual framework. RESULTS: Falls prevention education led to mutual understanding between staff and patients which assisted patients to engage in falls prevention behaviours. Mutual understanding was derived from the following observations: the educators perceived that they could facilitate an effective three-way interaction between staff actions, patient actions and the ward environment which led to behaviour change on the wards. This included engaging with staff and patients, and assisting them to reconcile differing perspectives about falls prevention behaviours. CONCLUSIONS: Individualised falls prevention education effectively provides patients who receive it with the capability and motivation to develop and undertake behavioural strategies that reduce their falls, if supported by staff and the ward environment. BMJ Publishing Group 2015-12-09 /pmc/articles/PMC4679942/ /pubmed/26656027 http://dx.doi.org/10.1136/bmjopen-2015-009780 Text en Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/ This is an Open Access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/
spellingShingle Qualitative Research
Hill, Anne-Marie
McPhail, Steven M
Francis-Coad, Jacqueline
Waldron, Nicholas
Etherton-Beer, Christopher
Flicker, Leon
Ingram, Katharine
Haines, Terry P
Educators’ perspectives about how older hospital patients can engage in a falls prevention education programme: a qualitative process evaluation
title Educators’ perspectives about how older hospital patients can engage in a falls prevention education programme: a qualitative process evaluation
title_full Educators’ perspectives about how older hospital patients can engage in a falls prevention education programme: a qualitative process evaluation
title_fullStr Educators’ perspectives about how older hospital patients can engage in a falls prevention education programme: a qualitative process evaluation
title_full_unstemmed Educators’ perspectives about how older hospital patients can engage in a falls prevention education programme: a qualitative process evaluation
title_short Educators’ perspectives about how older hospital patients can engage in a falls prevention education programme: a qualitative process evaluation
title_sort educators’ perspectives about how older hospital patients can engage in a falls prevention education programme: a qualitative process evaluation
topic Qualitative Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4679942/
https://www.ncbi.nlm.nih.gov/pubmed/26656027
http://dx.doi.org/10.1136/bmjopen-2015-009780
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