"We are all one together": peer educators' views about falls prevention education for community-dwelling older adults--a qualitative study.
"We are all one together": peer educators' views about falls prevention education for community-dwelling older adults--a qualitative study.
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DOI：
10.1186/s12877-015-0030-3
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发表时间：
2015-03-20
期刊：
影响因子：
4.1
通讯作者：
Hill AM
中科院分区：
文献类型：
--
作者：
Khong L;Farringdon F;Hill KD;Hill AM
福尔斯在老年人中很常见。尽管有强有力的证据表明有效的福尔斯预防策略，但这些策略从研究到临床实践的转化似乎有限。建议使用同伴传递福尔斯预防教育信息，以提高对福尔斯预防策略的理解，并促进转化为实践。志愿同伴教育者经常向居住在社区的老年人提供关于预防福尔斯的教育介绍。然而，研究评估的有效性同伴为主导的教育方法在福尔斯预防一直是有限的，没有已知的研究已经评估这样一个程序从参与传递信息的同伴教育者的角度。本研究旨在探讨同侪教育者对社区老年人预防福尔斯跌倒教育角色的看法。采用两阶段定性归纳常数比较设计。在第一阶段（核心组成部分）进行了焦点小组访谈，共涉及11名参与者。在第二阶段（补充组成部分）半结构化的采访两名参与者进行。数据由两名研究人员独立进行主题分析。确定了关键主题，并在概念框架中展示了调查结果。同伴教育者的动机提供教育演示，重要的是，达到最佳的同龄人与观众的连接。确定的关键主题包括影响教育工作者促进同龄人参与信息的能力的个人和组织因素。促进信息传递和参与的个人因素包括同行之间的联系和感知的可信度，而障碍包括不愿意接受观众中一些成员认为他们有可能摔倒的信息。组织因素，包括正在进行的培训同行教育者和形成反馈后介绍，被认为是必不可少的，因为它们影响到成功的信息传递。同伴教育者有可能有效地提供福尔斯预防教育的老年人和影响接受的消息，因为他们拥有的对等连接，促进最佳的参与。有必要考虑将从这项研究中获得的知识纳入一项正式的大规模评估，评估同伴教育方法在减少老年人福尔斯跌倒方面的有效性。
Falls are common in older people. Despite strong evidence for effective falls prevention strategies, there appears to be limited translation of these strategies from research to clinical practice. Use of peers in delivering falls prevention education messages has been proposed to improve uptake of falls prevention strategies and facilitate translation to practice. Volunteer peer educators often deliver educational presentations on falls prevention to community-dwelling older adults. However, research evaluating the effectiveness of peer-led education approaches in falls prevention has been limited and no known study has evaluated such a program from the perspective of peer educators involved in delivering the message. The purpose of this study was to explore peer educators’ perspective about their role in delivering peer-led falls prevention education for community-dwelling older adults. A two-stage qualitative inductive constant comparative design was used. In stage one (core component) focus group interviews involving a total of eleven participants were conducted. During stage two (supplementary component) semi-structured interviews with two participants were conducted. Data were analysed thematically by two researchers independently. Key themes were identified and findings were displayed in a conceptual framework. Peer educators were motivated to deliver educational presentations and importantly, to reach an optimal peer connection with their audience. Key themes identified included both personal and organisational factors that impact on educators’ capacity to facilitate their peers’ engagement with the message. Personal factors that facilitated message delivery and engagement included peer-to-peer connection and perceived credibility, while barriers included a reluctance to accept the message that they were at risk of falling by some members in the audience. Organisational factors, including ongoing training for peer educators and formative feedback following presentations, were perceived as essential because they affect successful message delivery. Peer educators have the potential to effectively deliver falls prevention education to older adults and influence acceptance of the message as they possess the peer-to-peer connection that facilitates optimal engagement. There is a need to consider incorporating learnings from this research into a formal large scale evaluation of the effectiveness of the peer education approach in reducing falls in older adults.
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影响因子：
4.2
作者：
Abraham, Charles;Michie, Susan
通讯作者：
Michie, Susan
影响因子：
5.9
作者：
Deery, HA;Day, LM;Fildes, BN
通讯作者：
Fildes, BN
DOI：
10.1016/j.apmr.2011.04.009
发表时间：
2011-09-01
影响因子：
4.3
作者：
Hill, Anne-Marie;Hoffmann, Tammy;Haines, Terrence P.
通讯作者：
Haines, Terrence P.
影响因子：
12.7
作者：
Hughes, Karen;van Beurden, Eric;Newman, Beth
通讯作者：
Newman, Beth
影响因子：
3.2
作者：
GLASER, BG
通讯作者：
GLASER, BG