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Fall Prevention Assessment Education in Community Dwelling Older Adults

Description

Background and Significance Falls are considered a problem of increasing proportion for older adults all over the world. Falls account for a large portion of injuries, hospitalizations, and death for persons over 65 years old. Research shows that risk factors for falls are multifactorial and modifiable. As such, falls should not…

Background and Significance Falls are considered a problem of increasing proportion for older adults all over the world. Falls account for a large portion of injuries, hospitalizations, and death for persons over 65 years old. Research shows that risk factors for falls are multifactorial and modifiable. As such, falls should not be recognized as a natural part of aging, but as an increasing characteristic of frailty. Patient and caregiver education about how to identify and modify fall risk factors so that injurious falls and recurrent falls can be avoided. Methods Telephone interviews were conducted and recorded with employees and residents of an independent living facility about their history and knowledge of falls within the community. Content analysis was conducted to assess for common themes and concerns related to falls. Results Five participants, consisting of three residents living in a large HUD housing complex for older adults and two employees who work at the complex were interviewed. Results of the interview show that there is a generalized fear or awareness of the dangers of falling either in the home or within the community, but a lack of awareness of some of the risk factors. Discussion By analyzing gaps in knowledge of this housing complex, fall risk education can be tailored to their fall risk concerns and knowledge gaps and possibly help to reduce future falls for older adults. Keywords: community dwelling, older adults, fall risk

ContributorsMcClain, Danielle (Author) / Uriri-Glover, Johannah (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)

Created2021-05-02

Educating Healthcare Providers on Human Trafficking: A Small Intervention, Large Benefits

Description

Human trafficking affects men, women, and children, of all races, and incomes. Healthcare providers can work directly with those who are trafficked when they come into the emergency room or clinic to seek care. The identification of those who are trafficked is key to assisting those who need hel…

Human trafficking affects men, women, and children, of all races, and incomes. Healthcare providers can work directly with those who are trafficked when they come into the emergency room or clinic to seek care. The identification of those who are trafficked is key to assisting those who need help obtain resources and get the help they need to move forward in their lives. Unfortunately, many healthcare providers do not have the knowledge to identify or the time it takes to pick up on cues that a patient is being trafficked. Currently, there is no set education or curriculum to teach healthcare providers. This has resulted in increased lack of identification of those who are trafficked. An evidence-based quality improvement practice change was implemented. The purpose of this project was to educate healthcare professionals about the red flags that trafficked individuals might exhibit and to implement a screening tool in the emergency department. A brief educational Power Point on human trafficking was provided. A pre-test, post-test and a post-survey was utilized to evaluate awareness and knowledge. After the implementation of the human trafficking screening tool, 1,749 patients were screened, for a screening rate of 71%.

ContributorsRosch, Lisa (Author) / Chifelle, Rochelle (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)

Created2021-05-03

Adolescent Hemorrhage Control Training

Description

Preventing deaths from uncontrolled bleeding remains a national priority, as mass causality events in communities and schools continue to rise. National initiatives have been set in motion by the Department of Homeland Security, to teach laypersons hemorrhage control techniques while waiting for emergency personnel to arrive. A full and growing…

Preventing deaths from uncontrolled bleeding remains a national priority, as mass causality events in communities and schools continue to rise. National initiatives have been set in motion by the Department of Homeland Security, to teach laypersons hemorrhage control techniques while waiting for emergency personnel to arrive. A full and growing body of evidence supports the use of hemorrhage control training classes among adult laypeople and is growing steadily in the adolescent population. With the majority of shooting events occurring at high schools, the implementation of a hemorrhage control training curriculum can increase survival rates among high school students in the event of an active shooter. The purpose of this paper is to investigate current knowledge and hemorrhage control practices among high school students and the implication of implementing a hemorrhage control educational intervention by evaluating current knowledge of hemorrhage control as well as their willingness, confidence, and perceived value in hemorrhage control education. This evidenced-based assessment is proposed utilizing the Social Learning Theory and Rosswurm and Larrabee’s implementation framework.

ContributorsMaddaluna, Christina (Author) / Bay, Sarah (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)

Created2021-05-03

The Impact of Interprofessional Education and Curricular Design on Healthcare Participant Professional Integration

Description

The landscape of healthcare is changing. All health providers in varying disciplines and roles must collaborate and function in teams for effective patient and care outcomes to take place. Collaborative practice starts in the academic environment through adoption of Interprofessional Education (IPE). Fostering IPE increases learner confidence and communication but…

The landscape of healthcare is changing. All health providers in varying disciplines and roles must collaborate and function in teams for effective patient and care outcomes to take place. Collaborative practice starts in the academic environment through adoption of Interprofessional Education (IPE). Fostering IPE increases learner confidence and communication but requires a team-based approach to eliminate known learner barriers. These barriers include attitude toward collaboration, role delineation, team development and patient delivery and outcome. While IPE opportunities and activities can be looked at as unique, developing structured curricular standards can be applied to all IPE experiences. Healthcare Participants (HCP’s) (N=15) from two organizational settings participated in an online IPE experience using best practice IPE interventions and structured design formatting focusing on older adults. The course consisted of an online pre learning activity followed by one online session to work as teams on case studies alongside mentorship guidance. The previously validated and reliable ICCAS and RIPLS survey tools were used to measure outcomes of readiness for IPE and professional development. Though no statistically significant changes were noted on the dependent variables, there was clinical significance found in professional development.

ContributorsFlom-Racoma, Kehart (Author) / Uriri-Glover, Johannah (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)

Created2021-05-03

Stress in Healthcare Professionals: Caring for the Carers

Description

Background: Healthcare Professionals commonly experience elevated stress levels, and this issue has only further intensified by the ongoing COVID-19 pandemic. Mindfulness-based intervention have been shown to improve stress levels in diverse populations. Objective: The purpose of this project was to evaluate if an online, multicomponent MBI can reduce stress levels…

Background: Healthcare Professionals commonly experience elevated stress levels, and this issue has only further intensified by the ongoing COVID-19 pandemic. Mindfulness-based intervention have been shown to improve stress levels in diverse populations. Objective: The purpose of this project was to evaluate if an online, multicomponent MBI can reduce stress levels in healthcare professionals enrolled in a graduate health program. Methods: Recruitment was conducted at two different Southwestern institutions via email announcement from university’s program directors. The brief, 12-day intervention involved (1) self-guided online educational modules, (2) one group course via the platform zoom, and (3) at home practice of guided meditation session. The Perceived Stress Scale-10 (PSS-10) was used to measure stress levels pre- and post-intervention. General feedback of experience was also inquired on Postsurvey. Results: Sample comprised of 17 health professionals enrolled in a graduate health program from two different Southwestern Institutions. Scores from PSS-10 in postsurvey (M=20.94, SD=6.04) were statistically significantly lower than scores in pre survey (M=24.24, SD=5.78), t(16) = 3.35, p = .004. A large effect size was detected with findings (d = .81). Conclusions: Mindfulness Based Interventions may be able to reduce stress levels in healthcare professionals. More literature should focus on mindfulness intervention tailored to the needs of healthcare professionals.

ContributorsAfrin, Farhana (Author) / Uriri-Glover, Johannah (Thesis advisor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor)

Created2021-05-03