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An educational video to promote multi-factorial approaches for fall and injury prevention in long-term care facilities Dilley, Laura B.; Gray, Samantha M.; Zecevic, Aleksandra; Gaspard, Gina; Symes, Bobbi; Feldman, Fabio; Scott, Vicky; Woolrych, Ryan; Sixsmith, Andrew; McKay, Heather Anne, 1954-; Robinovitch, Stephen N.; Sims-Gould, Joanie

Abstract

Background: Older adults living in long term care (LTC) settings are vulnerable to fall-related injuries. There is a need to develop and implement evidence-based approaches to address fall injury prevention in LTC. Knowledge translation (KT) interventions to support the uptake of evidence-based approaches to fall injury prevention in LTC need to be responsive to the learning needs of LTC staff and use mediums, such as videos, that are accessible and easy-to-use. This article describes the development of two unique educational videos to promote fall injury prevention in long-term care (LTC) settings. These videos are unique from other fall prevention videos in that they include video footage of real life falls captured in the LTC setting. Methods: Two educational videos were developed (2012–2013) to support the uptake of findings from a study exploring the causes of falls based on video footage captured in LTC facilities. The videos were developed by: (1) conducting learning needs assessment in LTC settings via six focus groups (2) liaising with LTC settings to identify learning priorities through unstructured conversations; and (3) aligning the content with principles of adult learning theory. Results: The videos included footage of falls, interviews with older adults and fall injury prevention experts. The videos present evidence-based fall injury prevention recommendations aligned to the needs of LTC staff and: (1) highlight recommendations deemed by LTC staff as most urgent (learner-centered learning); (2) highlight negative impacts of falls on older adults (encourage meaning-making); and, (3) prompt LTC staff to reflect on fall injury prevention practices (encourage critical reflection). Conclusions: Educational videos are an important tool available to researchers seeking to translate evidence-based recommendations into LTC settings. Additional research is needed to determine their impact on practice.

Item Metadata

Title
An educational video to promote multi-factorial approaches for fall and injury prevention in long-term care facilities
Creator
Dilley, Laura B.; Gray, Samantha M.; Zecevic, Aleksandra; Gaspard, Gina; Symes, Bobbi; Feldman, Fabio; Scott, Vicky; Woolrych, Ryan; Sixsmith, Andrew; McKay, Heather Anne, 1954-; Robinovitch, Stephen N.; Sims-Gould, Joanie
Publisher
BioMed Central
Date Issued
2014-05-20
Description
Background: Older adults living in long term care (LTC) settings are vulnerable to fall-related injuries. There is a need to develop and implement evidence-based approaches to address fall injury prevention in LTC. Knowledge translation (KT) interventions to support the uptake of evidence-based approaches to fall injury prevention in LTC need to be responsive to the learning needs of LTC staff and use mediums, such as videos, that are accessible and easy-to-use. This article describes the development of two unique educational videos to promote fall injury prevention in long-term care (LTC) settings. These videos are unique from other fall prevention videos in that they include video footage of real life falls captured in the LTC setting. Methods: Two educational videos were developed (2012–2013) to support the uptake of findings from a study exploring the causes of falls based on video footage captured in LTC facilities. The videos were developed by: (1) conducting learning needs assessment in LTC settings via six focus groups (2) liaising with LTC settings to identify learning priorities through unstructured conversations; and (3) aligning the content with principles of adult learning theory. Results: The videos included footage of falls, interviews with older adults and fall injury prevention experts. The videos present evidence-based fall injury prevention recommendations aligned to the needs of LTC staff and: (1) highlight recommendations deemed by LTC staff as most urgent (learner-centered learning); (2) highlight negative impacts of falls on older adults (encourage meaning-making); and, (3) prompt LTC staff to reflect on fall injury prevention practices (encourage critical reflection). Conclusions: Educational videos are an important tool available to researchers seeking to translate evidence-based recommendations into LTC settings. Additional research is needed to determine their impact on practice.
Genre
Article
Type
Text
Language
eng
Date Available
2016-01-14
Provider
Vancouver : University of British Columbia Library
Rights
Attribution 4.0 International (CC BY 4.0)
DOI
10.14288/1.0223425
URI
http://hdl.handle.net/2429/56498
Affiliation
Family Practice, Department of; Medicine, Faculty of
Citation
BMC Medical Education. 2014 May 20;14(1):102
Publisher DOI
10.1186/1472-6920-14-102
Peer Review Status
Reviewed
Scholarly Level
Faculty
Copyright Holder
Dilley et al.; licensee BioMed Central Ltd.
Rights URI
http://creativecommons.org/licenses/by/4.0/
Aggregated Source Repository
DSpace

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Attribution 4.0 International (CC BY 4.0)