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
College of Health Professions, The University of Akron, Akron, Ohio, USA.
College of Pharmacy, Northeastern Ohio Medical University, Rootstown, Ohio, USA.
BMJ Open Qual. 2018 Nov 10;7(4):e000417. doi: 10.1136/bmjoq-2018-000417. eCollection 2018.
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.
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.
Paired -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<0.001). Qualitative satisfaction results were strongly positive.
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.
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.
65岁以上的人群中，每年有三分之一的人会跌倒，其中三分之一至少受到中度损伤。降低跌倒风险需要跨专业健康团队的方法。目前缺乏有效的模型来教导学生如何在跨专业团队中协同工作以预防老年人跌倒。本文的目的是描述一个教育项目的开发、实施和结果测量，该项目旨在教授在预防跌倒背景下为老年人提供跨专业护理的原则。
来自三所学术机构、代表12个健康学科的学生在18个月内参加了该教育项目（n = 237）。采用混合方法单组前测和后测实验设计，以测量多步骤教育模型对跨专业协作能力进展和满意度的影响。
对跨专业社会化和重视量表分数的教育前与教育后测量进行配对检验（n = 136），结果显示各子量表和总分均有统计学显著增加（p < 0.001）。定性满意度结果呈强阳性。
本研究结果表明，积极的跨专业教育可使学生对基于跨专业团队的护理产生积极态度，并对学习感到满意。分享了在快速循环计划-执行-研究-行动方法中吸取的经验教训，以指导其他教育工作者的复制工作。
尚未建立有效的模型来教授跌倒预防干预措施和跨专业实践。这种教育模式易于复制，可用于教授跌倒及其他老年综合征方面的跨专业团队合作能力技能。
