Bingo Candies in Long-term Care: A Quality Improvement Project

Falls are a main health burden among seniors, particularly in long term care facilities. A fall prevention quality improvement project was initiated in a geriatric care organization in Ontario, Canada. The purpose of this article is to critically analyze this quality improvement project for reducing fall incident rates by using a Six Sigma model. This quality improvement project consists of conducting a root cause analysis in post fall huddles, “Falling Star” program, and providing fall prevention education for residents and families. The strengths of this quality improvement process include the root cause analysis in post fall huddles and fall prevention education. Some limitations in this quality improvement process include insufficient collaboration with inter-professional team members and the exclusion of residents who are at fall risk, but had not fallen. Three recommendations are provided to increase the possibility of success for this project, including a monthly inter-professional fall safety meeting, the expansion of the “Falling Star” program for all residents at risk of falls, and staff education and training

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Increasing Nurses' Knowledge and Confidence Using the Teach-back Method to Teach Fall Prevention Strategies to Residents in Long Term Care

10.28971/532018nc154 ◽

2018 ◽

Author(s):

Christine Nichols

Keyword(s):

Health Care ◽

Quality Improvement ◽

Fall Prevention ◽

Long Term Care ◽

Role Playing ◽

Prevention Strategies ◽

Term Care ◽

Improvement Project ◽

Nurses Knowledge

Fall prevention in health care settings, either acute care or long-term care, has been identified as an area of focus for quality improvement. The Joint Commission and the Centers for Medicare and Medicaid have developed goals and recommendations for all areas of health care to follow to decrease falls and improve patient and resident quality of life. Direct care nurses are relied upon to provide the education and to assist in preventing falls, but often do not measure the retention of the information provided. The purpose of this quality improvement project was to provide education on the teach-back method to nurses working in a small, family owned long-term care facility. Benner’s skills acquisition theory and Kellogg’s Logic Model were used as the theoretical framework for developing the project and education. The aim was to increase knowledge and confidence using the teach-back method. An educational program was developed to provide education to the nurses. The education was followed by the opportunity to practice using the teach-back method in a role-playing scenario. Pre and post education tests were provided to determine if the education increased the nurses’ knowledge of the method. Thirty-three percent (N=10) of the nurses employed at the facility participated. Prior to the education, 40% (n=4) of the participants felt the teach-back method was not a practical method for teaching fall prevention strategies to the residents, as compared to 80% (n=8) in the post test. With a greater focus by regulatory agencies on fall prevention programs in long-term care settings, the advanced practice registered nurse can take on the role of leader in guiding nurses through the process of improving education and resident outcomes.

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