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Text
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URL Address
<a href="http://doi.org/10.1136/bmjoq-2018-000417" target="_blank" rel="noreferrer noopener">http://doi.org/10.1136/bmjoq-2018-000417</a>
Pages
e000417–e000417
Issue
4
Volume
7
Dublin Core
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Title
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Interprofessional education model for geriatric falls risk assessment and prevention.
Publisher
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BMJ open quality
Date
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2018
1905-07
Creator
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Brown Diane K; Fosnight Sue; Whitford Maureen; Hazelett Susan; McQuown Colleen; Drost Jenifer C; Kropp Denise J; Hovland Cynthia A; Niederriter Joan E; Patton Rikki; Morgan Abigail; Fleming Eileen; Steiner Richard P; Scott Edward Demond; Ortiz Figueroa Fabiana
Description
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Background: One in three people over the age of 65 fall every year, with 1/3 sustaining at least moderate injury. Falls risk reduction requires an interprofessional health team approach. The literature is lacking in effective models to teach students how to work collaboratively in interprofessional teams for geriatric falls prevention. The purpose of this paper is to describe the development, administration and outcome measures of an education programme to teach principles of interprofessional care for older adults in the context of falls prevention. Methods: Students from three academic institutions representing 12 health disciplines took part in the education programme over 18 months (n=237). A mixed method one-group pretest and post-test experimental design was implemented to measure the impact of a multistep education model on progression in interprofessional collaboration competencies and satisfaction. Results: Paired t-tests of pre-education to posteducation measures of Interprofessional Socialization and Valuing Scale scores (n=136) demonstrated statistically significant increase in subscales and total scores (p\textless0.001). Qualitative satisfaction results were strongly positive. Discussion: Results of this study indicate that active interprofessional education can result in positive student attitude regarding interprofessional team-based care, and satisfaction with learning. Lessons learnt in a rapid cycle plan-do-study-act approach are shared to guide replication efforts for other educators. Conclusion: Effective models to teach falls prevention interventions and interprofessional practice are not yet established. This education model is easily replicable and can be used to teach interprofessional teamwork competency skills in falls and other geriatric syndromes.
Identifier
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<a href="http://doi.org/10.1136/bmjoq-2018-000417" target="_blank" rel="noreferrer noopener">10.1136/bmjoq-2018-000417</a>
Rights
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Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
2018
BMJ open quality
Brown Diane K
College of Medicine
Department of Family & Community Medicine
Department of Pharmaceutical Sciences
Department of Pharmacy Practice
Drost Jenifer C
Fleming Eileen
Fosnight Sue
Hazelett Susan
Hovland Cynthia A
Kropp Denise J
McQuown Colleen
Morgan Abigail
NEOMED College of Medicine
NEOMED College of Pharmacy
Niederriter Joan E
Ortiz Figueroa Fabiana
Patton Rikki
Scott Edward Demond
Steiner Richard P
Whitford Maureen