Community-Based Stroke Recognition Education and Response: An Evidence-Based Intervention Project.

BACKGROUND

Stroke has a significant impact on mortality and disability in the United States. This led the aforementioned master's students to create a community-based educational intervention using stroke curriculum from the American Heart Association/American Stroke Association (AHA/ASA).

PURPOSE

The purpose of this evidence-based intervention project was to examine the effectiveness of public stroke education utilizing the AHA/ASA's Face, Arm, Speech, Time (FAST) curriculum for stroke symptom recognition and response (Jauch, et al., 2013) at three central Connecticut senior centers.

DESIGN

This evidence-based intervention project was based on the theoretical framework of Dorothea Orem's Self-Care Deficit Theory (Petiprin, 2016). Nurses can provide stroke based education to older adults in the community, ultimately empowering participants to recognize and respond to stroke symptoms.

METHODS

An educational session on the AHA/ASA FAST curriculum was presented by master's students to groups of senior adults at three different senior centers, followed by a post teach-back session conducted by the students in smaller groups to assess learning. The total number of participants was 62 ( = 62).

RESULTS

The majority of participants (87%) were able to accurately teach back the four components of the FAST curriculum after the educational intervention.

CONCLUSIONS

FAST was simple to teach and engaging for participants. Using the FAST curriculum in senior center populations increased the participants' awareness of stroke signs and symptoms, and their willingness to activate the 911 emergency system.

IMPLICATIONS FOR PRACTICE

Educational interventions in the community with older adults can produce increased awareness of stroke symptoms and willingness to respond when necessary.