Focused educational intervention improves but may not sustain knowledge regarding falls management.
Focused educational intervention improves but may not sustain knowledge regarding falls management.
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DOI：
10.1136/bmjoq-2017-000222
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发表时间：
2018-01-01
期刊：
影响因子：
1.4
通讯作者：
Treml, Jonathan
中科院分区：
文献类型：
--
作者：
Kempegowda, Punith;Chandan, Joht Singh;Treml, Jonathan
背景：医院内跌倒次数为每 1000 个床位日 3.8 至 8.6 次。1 住院患者中约 30% 的跌倒会造成伤害，4%-6% 可能会导致严重且危及生命的伤害。2 3 由于跌倒后住院时间增加，这会导致严重的健康负担和经济负担。初级医生通常是管理住院病人的第一联系人。因此，他们了解预防措施和跌倒后管理非常重要。目的：评估基础一年级 (FY1) 医生在短期教育干预前后对跌倒管理知识的保留情况。方法：在西米德兰兹郡教学医院开展了一个分 3 阶段的质量改进项目，以突出跌倒管理方面的问题。向 31 名 F1 发放了一份调查问卷，评估有关跌倒评估和管理的知识领域。随后是有关跌倒管理的简短介绍。干预后 6 周和 16 周评估知识变化。使用 STATA 上的非配对 t 检验（V.14.2）对问卷结果进行分析。结果：干预前、干预后早期和干预后后期跌倒管理知识的平均得分分别为 73.7%、85.2% 和 76.4%。尽管干预后 6 周时知识有所改善，但在 16 周时几乎恢复到基线。在此期间，知识的提高并未转化为跌倒管理的临床实践。结论：尽管教育干预提高了知识，但干预措施未能维持一段时间或转化为临床实践。需要进一步的工作来确定替代方法，以提高跌倒知识的可持续性并带来临床实践的变化。
BACKGROUND: The number of falls in hospital ranges from 3.8 to 8.6 falls per 1000 bed days.1 Around 30% of falls as inpatients are injurious, and 4%-6%can result in serious and life-threatening injury.2 3 This results in significant health burdens and economic burdens due to increased hospital stays following a fall. Junior doctors are usually the first point of contact for managing patients who fall in hospital. It is therefore important they understand the preventative measures and postfalls management.AIM: To assess the retention of knowledge regarding falls management in foundation year 1 (FY1) doctors before and after a short educational intervention.METHODS: A 3-stage quality improvement project was conducted at a West Midlands teaching hospital to highlight issues regarding falls management. A questionnaire assessing areas of knowledge regarding assessment and management of falls was delivered to 31 F1s. This was followed by a short presentation regarding falls management. The change in knowledge was assessed at 6 and 16 weeks postintervention. The questionnaire results were analysed using unpaired t-tests on STATA (V.14.2).RESULTS: The mean score for knowledge regarding falls management in the preintervention, early postintervention and late postintervention were 73.7%, 85.2% and 76.4%, respectively. Although there was an improvement in the knowledge at 6 weeks' postintervention, this returned to almost baseline at 16 weeks. The improvement in knowledge did not translate to clinical practice of falls management during this period.CONCLUSION: Although educational interventions improve knowledge, the intervention failed to sustain over period of time or translate in clinical practice. Further work is needed to identify alternative methods to improve sustainability of the knowledge of falls and bring in the change in clinical practice.