Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
5870210 | Journal of Interprofessional Education & Practice | 2016 | 6 Pages |
Abstract
PurposeTo design and evaluate an educational intervention to enhance care of hospitalized older adults with impaired cognition.MethodPre- and post-focus groups were employed to design and evaluate the intervention.ResultsFour categories emerged from the pre-intervention focus groups: many knowledge gaps; reliance on outside expertise; limited involvement in care planning; and preferences for in-person training. Three categories emerged from the post-intervention focus groups: addressing learning needs/preferences; awareness and use of best practices; and many factors affect knowledge application.ConclusionsThe intervention resulted in self-reported improvements in knowledge and the ability to apply this knowledge into patient care.
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Authors
R. PhD, P. MN, C.A. MSc, M.E. MN, H. MBA, J. BScN, L. MHS, L. BScN,