Patient perceptions and experiences with falls during hospitalization and after discharge

Shuman, Clayton J.; Liu, Jia; Montie, Mary; Galinato, Jose; Todd, Molly A.; Hegstad, Marcia; Titler, Marita G.

doi:10.1016/j.apnr.2016.01.009

Cited by 31 publications

(58 citation statements)

References 35 publications

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“…Patient education is important because there can be a mismatch between perceived and actual falls risk whilst in hospital [10][11][12]. Hospital falls risks have been historically assessed using tools such as the Falls Risk Assessment Tool (FRAT) [18], St Thomas's Risk Assessment Tool (STRATIFY) [19] and the Hendrich II Fall Risk Model [20].…”

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confidence: 99%

“…Some patients initiate risky decisions about mobility based on their own judgements, without always seeking help from nurses or other health professionals [25]. Others report feeling secure by virtue of being in a hospital environment, even though they are actually at high risk of falling [11,22,26]. Although risk taking is not always problematic, it becomes dangerous when excessive, poorly considered or not in a supported environment [22].…”

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confidence: 99%

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Hospital falls prevention with patient education: a scoping review

et al. 2020

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Background: Hospital falls remain a frequent and debilitating problem worldwide. Most hospital falls prevention strategies have targeted clinician education, environmental modifications, assistive devices, hospital systems and medication reviews. The role that patients can play in preventing falls whilst in hospital has received less attention. This critical review scopes patient falls education interventions for hospitals. The quality of the educational designs under-pinning patient falls education programmes was also evaluated. The outcomes of patient-centred falls prevention programs were considered for a range of hospital settings and diagnoses. Methods: The Arksey and O'Malley (2005) framework for scoping reviews was adapted using Joanna Briggs Institute and PRISMA-ScR guidelines. Eight databases, including grey literature, were searched from January 2008 until February 2020. Two reviewers independently screened the articles and data were extracted and summarised thematically. The quality of falls prevention education programs for patients was also appraised using a modified quality metric tool. Results: Forty-three articles were included in the final analysis. The interventions included: (i) direct face-to-face patient education about falls risks and mitigation; (ii) educational tools; (iii) patient-focussed consumer materials such as pamphlets, brochures and handouts; and (iv) hospital systems, policies and procedures to assist patients to prevent falls. The included studies assessed falls or education related outcomes before and after patient falls prevention education. Few studies reported incorporating education design principles or educational theories. When reported, most educational programs were of low to moderate quality from an educational design perspective. Conclusions: There is emerging evidence that hospital falls prevention interventions that incorporate patient education can reduce falls and associated injuries such as bruising, lacerations or fractures. The design, mode of delivery and quality of educational design influence outcomes. Well-designed education programs can improve knowledge and self-perception of risk, empowering patients to reduce their risk of falling whilst in hospital.

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Hospital falls prevention with patient education: a scoping review

et al. 2020

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“…Elderly from medical-surgical units reported that they did not initially recall the interventions aimed at fall prevention received at discharge. These results suggest that health professionals need to provide information more clearly to patients and their families so that interventions are effectively implemented by the patients and caregivers without misunderstandings, in a process of collaboration and partnership [20]. Risk behavior is common among older people, because they are often independent but have difficulty recognizing their physical limitations [21].…”

Section: Discussionmentioning

confidence: 99%

“…With the increase of the elderly population attended in hospitals, it is verified that up to 25% of the vulnerable elderly patients experience an adverse event after discharge [22]. Furthermore, the elderly have more than twice the risk of having a hip fracture after hospitalization, especially in the first month post-discharge [23].…”

Section: Discussionmentioning

confidence: 99%

Concentrations of C-Reative Protein and Leukocytes as Predictors of Adverse Health Factors in the Period of 30 Days Post-Hospital Discharge

Reis¹,

Rap²,

DMdS³

et al. 2019

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C-reactive protein (CRP) and leukocytes are blood biomarkers involved in "Inflamm-Aging", which is a risk factor for the onset and progression of age-related diseases. Studies show that higher serum concentrations of these biomarkers are associated with functional disability, increased risk of low muscle strength, decreased muscle mass and mortality in the elderly. The objective was to estimate the predictive power and discriminating criteria of C-reactive protein and leukocyte concentrations for the risk of adverse health factors in the elderly within 30 days after hospital discharge (HD). Prospective cohort study using exploratory methods and blood biomarkers with 135 older adults admitted to medical and surgical clinics at a government hospital. The elderly were monitored at home after 30 days of HD for adverse health factors (rehospitalization, falls, amount of medication consumed, disability in basic and instrumental activities of daily living and mortality). CRP> 2.4; ≥ 0.7 and> 24.7 mg / dL and leukocytes ≥ 6.410; ≥ 8.690 and> 8.310 mm³ were discriminant for rehospitalization, falls and mortality within 30 days after HD, respectively. The cut-off points described may be used as a reference in the screening of hospitalized elderly vulnerable to adverse health events after hospital discharge.

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“…This may be an integrative review setting forth the state of the science in their field (Lee, Pressler, & Titler, 2015), the conceptual model for their dissertation (Schoville & Titler, 2015), or a pilot study. Thus, by the end of Year 2, students will have two published papers, one as co-author and one as first author (Galinato, Montie, Shuman, Patak, & Titler, 2016;Shuman et al, 2016).…”

Section: Marita Titler (University Of Michigan)mentioning

confidence: 99%

Strategies to Build Authorship Competence Among PhD Students

et al. 2016

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Publication in refereed journals is an important responsibility of PhDprepared nurses. Specialized writing skills are crucial for effective professional publication. The capacity to develop and publish articles is best learned during doctoral education. This Western Journal of Nursing Research Editorial Board Special Article addresses multi-dimensional strategies to develop authorship competence among doctoral students. The article outlines structured PhD program experiences to provide the context for students to develop authorship capacity. The authors identify multi-faceted faculty endeavors and student activities that are essential to foster authorship competence. Students who embrace opportunities to acquire authorship qualifications will be well prepared for their post-graduation role as stewards of the nursing discipline.

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Patient perceptions and experiences with falls during hospitalization and after discharge

Cited by 31 publications

References 35 publications

Hospital falls prevention with patient education: a scoping review

Hospital falls prevention with patient education: a scoping review

Concentrations of C-Reative Protein and Leukocytes as Predictors of Adverse Health Factors in the Period of 30 Days Post-Hospital Discharge

Strategies to Build Authorship Competence Among PhD Students

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