Falls Prevention Instructions for Older Adults Report (Assessment)

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Updated: Feb 6th, 2024

Falls Prevention Instructions for Older Adults

Falls among elderly patients has always been the problem that caregivers have to face as part of the treatment process. These incidents may be caused by several factors, and regardless of where they occur, they are fraught with dangerous health consequences. It is particularly essential to focus on finding relevant strategies to help patients over 60 since, in this age group of the population, any sudden movements can lead to irreversible results.

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For this purpose, it is required to develop a set of instructions aimed at educating the target audience with the help of a special training program based on recommendations and expert advice. As a justification, it is necessary to apply relevant academic resources so that the intervention could meet the practical standards that are used today to help gerontological patients. It is assumed that the training will allow older patients to take into account those factors that may entail danger, and to consider the proposed advice as a guide to action not only within medical facilities but also beyond them.

The relevance of the Issue Considered

Falls among the elderly population should not be regarded as a minor problem because even in the case of a one-time incident, it is likely that the patient will not be able to recover comprehensively. Moreover, the percentage of injuries received for this reason among the gerontological population is significant. For instance, as Luk, Chan, and Chan (2015) argue, “in Hong Kong, the prevalence in the elderly of having at least one fall in the preceding 12 months is between 18% and 19.3%, with 75.2% sustaining injuries and 7.2% having a serious injury” (p. 165). In this regard, a plan of instructions aimed at educating patients is an urgent and relevant task that can provide real assistance to the population at risk.

Steps to Design the Program

To compile an appropriate intervention program, it is necessary to select the necessary training concept including both theoretical aspects of the problem and practical recommendations. According to Bastable (2003), instructional materials should be assessed based on three crucial factors – the accuracy of data conveyed to the target group, the appropriateness of teaching tools, and the relevance of educational materials. In this regard, the plan for preparing the necessary fall prevention program may consist of the following steps:

  1. The search for relevant educational materials aimed at teaching fall prevention techniques among patients aged 60 and older.
  2. The assessment of the interest of the target group in specific courses and work aimed at involving participants.
  3. The preparation of the necessary equipment and practical materials containing relevant information.
  4. Drawing up a working program and the analysis of factors for evaluating intermediate learning outcomes.
  5. The exchange of experience with colleagues to obtain additional valuable data regarding the effects of falls in adulthood and the ways of eliminating these incidents.

To implement a specific program among the participants of the training course, preliminarily, it is essential to consider the mechanisms for evaluating the results. According to Vella (2008), the primary indicators of learning include an opportunity to influence the members of the intervention comprehensively and the ability of the target audience to apply the studied material independently. Therefore, based on the proposed preparation stages, it is possible to determine what the criteria for evaluating the success of the group members will be. As evaluation tools, discussions will be conducted to assess the level of knowledge learned and stimulate sharing experiences among the program participants.

Falls Prevention Program

To begin with, it is necessary to define the instructional method of presenting those materials that are crucial for discussing the topic under consideration. As Wadhwa (2003) notes, properly chosen teaching methods not only contribute to the better learning of specific content but also help to establish trusting relationships between an educator and a group of students, thereby increasing the results of the work done.

Since all participants belong to the age category of 60 and older, the use of modern media resources should not be considered the main database. Adult patients are less aware of the features of digital devices, which can affect the outcomes of the intervention negatively. As the best learning tools, visual aids in the form of text guidelines may be utilized, as well as supporting materials in the form of booklets with illustrations. The whole program may include the following topics for discussion:

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  • The importance of exercises to increase stamina and develop the skills of a steady gait.
    • According to Luk et al. (2015), “exercises need to be of sufficient intensity to improve muscle strength” (p. 166).
    • The prevention of fractures is achieved by strengthening the bone tissue.
  • Constant intake of vitamins and minerals to maintain normal well-being and prevent fractures.
    • As Luk et al. (2015) note, “vitamin D can strengthen muscle and hence reduce falls” (p. 167).
    • An adequate dietary regime should be encouraged, and the consumption of harmful products should be minimized to maintain strength and endurance.
  • The timely elimination of symptoms and causes of cardiovascular diseases as the form of care.
    • According to the study conducted by Luk et al. (2015), older patients “with dual-chamber pacemaker implantation for cardio-inhibitory carotid sinus hypersensitivity had significantly fewer falls and fall-related injuries” (p. 168).
    • Problems with the circulatory system are fraught with disorders of the vestibular apparatus, which, in turn, inevitably leads to falls and injuries.
  • Training aimed at explaining the merits of proper footwear shoe as a significant component of preventing falls.
    • Luk et al. (2015) recommend older patients to wear low-heeled shoes with non-slip rubber soles to self-protect against falls.
    • Comfortable shoes contribute to normal blood circulation in legs, which has a positive effect on the body and increases balance.
  • The need to control the level of vision as an essential component of safety.
    • Luk et al. (2015) argue that “poor visual acuity caused by presbyopia, cataract, macular degeneration or glaucoma, reduction in-depth perception and contrast sensitivity are risk factors for falls” (p. 167).
    • The awareness of the importance of a clear vision may help patients understand the benefits of appropriate aids, such as glasses or contact lenses.

The proposed program components can be part of an effective intervention methodology aimed at preventing falls among patients in the age group of 60 and older. The importance of this course is determined by the frequency of injuries that occur both within medical facilities and at home. Suggested recommendations may be a useful guideline and help program participants to protect their health from dangerous traumas.

Program for Mothers to Increase Child Safety in Rural Areas

Helping families with children is the essential task of medical practice, and appropriate educational programs and methodologies can contribute to improving health outcomes. Physicians’ particular attention is often drawn to those communities that live in rural areas. Local families do not always have free access to the services that exist in large cities, which may affect the early development of children negatively.

Moreover, the lack of emphasis on safety and correct educational practices can exacerbate the situation. According to Probst, Barker, Enders, and Gardiner (2018), in the USA, approximately 12 million children live in rural areas (p. s3). Ensuring their safety is an essential task that is assigned to parents and, in particular, mothers since, as a rule, they pay more attention to upbringing than fathers. An appropriate program to help women raise their children should be designed with a focus on implementation in rural areas to improve child safety.

Plan Features and Resources

As an object of the study, women living in rural areas will be engaged. Through the analysis of their lifestyles, they spend much time on social networks and are well aware of the modern media. Therefore, the introduction of digital resources as the mechanisms of education may be a useful technique. According to Bastable (2003), health education through the introduction of technologies contributes to strengthening relationships among patients and caregivers and teaches people to deal with wellness and safety issues. The task of the educational program under consideration is to offer women living in rural areas the right practices and methodologies to ensure the protection of their children. As the main tools, modern media resources will be involved.

Program Design

The assistance program will be divided into several stages by the topics considered. Every week, assignments will be sent via e-mail to women who will be selected as members of the target group. They will also be offered relevant video materials that will include such forms of education as pediatrician lectures, conversations, and interviews with other residents of rural areas, as well as online tests. Also, group discussions will be introduced since, as Bastable et al. (2003) remark, this form of interaction as a teaching method facilitates the exchange of views and obtaining the topical picture of the issue.

An educational course through online assignments is an effective method if participants are well aware of the opportunities of digital technologies. As Vella (2008) notes, dialogues, and discussions based on this methodology are no less effective compared to traditional educational practices if the entire program is designed in detail. The proposed course for mothers, which is aimed at maintaining the safety of children in rural areas, may include the following steps:

WeekAssignment
1Introduction to the general theory of education as the basis of children’s health and well-being. Video lectures and interviews with other participants of similar programs are provided.
2Materials and statistical reports are offered, which cover the current situation in the country and offer various methodologies as a guide for implementation in the process of upbringing. Contact among participants and organizers is established for more fruitful cooperation.
3Group online assignments are offered to the members of the target group for discussion and evaluation. As a means of communication, one shared account on one or more social networks will be given to course members. In the future, their answers will be analyzed to obtain an idea of the most frequent opinions regarding child safety measures. Also, participants are not forbidden to exchange personal phone numbers and send one another SMS messages.
4Video conferencing sessions with program organizers are established, and current problems and issues are discussed.
5Learning materials are sent via e-mail, and topics for self-study are suggested.
Intermediate test
6According to the results of the test, relevant conclusions are drawn, and the proposed responses are analyzed together to obtain a common view of the specific nuances of upbringing.
7Individual tasks are given to participants, and practical tasks are set for women.
8The results of the work carried out are summarised, and the participants share their observations regarding the program completed. Based on the feedback received, some provisions of the program may be adjusted. The results are discussed, and the personal opinions of the group members are assessed regarding the potential benefits of this training for the safety of their children.
Final test

This program aimed at helping mothers may have positive results. Kaprelian, Berg, Barnes, and Marlenga (2017) conduct research analyzing agricultural injury prevention initiatives among farm children and note that the sphere under consideration deserves close attention and support from various stakeholders. The proposed course includes a variety of resources and integrated approaches to the assessment and discussion of the work done, thereby promoting innovative teaching methods and stimulating the members of the target group to follow professional recommendations. It is assumed that the program will help mothers living in rural areas to ensure the safety of their children and obtain valuable information regarding comprehensive education.

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References

Bastable, S. B. (2003). Nurse as educator: Principles of teaching and learning for nursing practice (2nd ed.). Boston, MA: Jones & Bartlett.

Kaprelian, J., Berg, R. L., Barnes, K. L., & Marlenga, B. (2017). Integrating agricultural injury prevention with rural pediatrics: A pilot assessment. Journal of Agromedicine, 22(4), 416-419. Web.

Luk, J. K., Chan, T. Y., & Chan, D. K. (2015). Falls prevention in the elderly: Translating evidence into practice. Hong Kong Medical Journal, 21(2), 165-171. Web.

Probst, J. C., Barker, J. C., Enders, A., & Gardiner, P. (2018). Current state of child health in rural America: How context shapes children’s health. The Journal of Rural Health, 34(S1), s3-s12. Web.

Vella, J. (2008). On teaching and learning: Putting the principles and practices of dialogue education into action. San Francisco, CA: Jossey-Bass.

Wadhwa, S. (2003). Handbook of teaching and learning. Dehli, India: Ivy Publishing House.

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