scholarly journals Experience of Physical Therapy Students Mentoring Older Adults with Health Literacy Tools

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 826-827
Author(s):  
Mary Milidonis ◽  
Jane Keehan ◽  
Katherine Montgomery ◽  
Rebecca Deuley ◽  
Sara Formoso ◽  
...  
Keyword(s):  
Older Adults ◽  
Health Literacy ◽  
Physical Therapy ◽  
Focus Groups ◽  
Qualitative Methods ◽  
Oral Communication ◽  
Healthy People ◽  
Physical Therapy Students ◽  
Plain Language ◽  
Word Clouds

Abstract Health literacy is a top priority for Healthy People 2030. Healthy People 2030 defines personal health literacy as “the degree to which individuals have the ability to find, understand, and use information and services to inform health-related decisions and actions for themselves and others.” The purpose is to understand the experience of physical therapy students using health literacy tools with older adults to promote the adoption of health literacy tools in healthcare encounters. This project analyzes the reflection responses from students using qualitative methods. The qualitative methods included student reflection papers, word clouds, and focus groups. Twelve students participated in focus groups/ reflections. Thirty-seven students participated in word clouds. Health literacy tools included plain language, teaching teach back and “Ask me 3”®. Students were taught by student leaders and faculty about the meaning of health literacy and oral communication tools. Pairs of students provided health education with health literacy tools to older adults. Students then participated in a small group reflection to create word clouds. Students answered questions and provided five words that best answer each question. Students believed the benefits of health literacy tools for older adults includes better learning, participation and engagement. Reasons to use health literacy in the future were improved older adult independence, education and adherence. Students completed reflections and interviews at the end of the year to detail their experience with the health literacy tools. The pedagogical approach highlighted the value of experiential learning for the students while mentoring older adults.

Development of a culture sensitive prevalence study on older adults violence: qualitative methods contribution

2015 ◽  
Vol 17 (2) ◽  
pp. 126-138 ◽  
Author(s):  
Ana Paula Gil ◽  
Ana João Santos ◽  
Irina Kislaya
Keyword(s):  
Older Adults ◽  
General Population ◽  
Focus Groups ◽  
Qualitative Methods ◽  
Target Population ◽  
Prevalence Study ◽  
Content Type ◽  
Prevalence Studies ◽  
Qualitative Approaches ◽  
Depth Interviews

Purpose – The purpose of this paper is to reflect on how qualitative approaches can improve a prevalence study on older adults’ violence. The paper describes how qualitative data can help frame a complex and multidimensional problem, such as older adults’ violence, within the culture where it happens and therefore prevent two risks present in prevalence studies: underestimation and overestimation. Design/methodology/approach – To adequately measure violence and violent behaviours the authors first conducted four focus groups with the target population – older adults aged 60 and over – and 13 in-depth interviews with older adult victims of violence. Through content analysis of focus groups and in-depth interviews the authors sought to understand how violence is perceived, defined and limited by the general population and by victims. Findings – By employing qualitative methods the authors were able to operationalise violence, decide upon and select specific behaviours to measure, rephrase questions and develop strategies to approach the general population through telephone interviews. Research limitations/implications – The qualitative approaches helped reduce participants bias in the prevalence study and therefore to minimise the risks of underestimation and overestimation. Originality/value – The study exemplifies how assessing quantitatively to a sensitive subject requires taking into account the perspective of the target population through a qualitative approach.

scholarly journals Implementation and Long-Term Outcomes of Organisational Health Literacy Interventions in Ireland and The Netherlands: A Longitudinal Mixed-Methods Study

2019 ◽  
Vol 16 (23) ◽  
pp. 4812 ◽  
Author(s):  
Marise Kaper ◽  
Jane Sixsmith ◽  
Louise Meijering ◽  
Janine Vervoordeldonk ◽  
Priscilla Doyle ◽  
...  
Keyword(s):  
Older Adults ◽  
Mixed Methods ◽  
Health Literacy ◽  
The Netherlands ◽  
Implementation Fidelity ◽  
Barriers And Facilitators ◽  
Service Users ◽  
Plain Language ◽  
Structured Interviews

Organisational Health Literacy (OHL)-interventions are needed to overcome health inequality. OHL-interventions have successfully identified communication barriers at the organisational level, but evidence is limited on the extent to which this leads to sustainable organisational change. This study aims to assess the implementation fidelity, moderators (barriers and facilitators), and long-term impact of OHL-interventions in hospitals in Ireland and The Netherlands. We used a longitudinal mixed-methods approach to assess two similar OHL-interventions in one Irish and three Dutch hospitals. The OHL-interventions concerned the improvement of navigation and implementation of health literacy-friendly communication throughout organisations. Participants were 24 hospital employees and 40 older adults who use hospital services. At six, eight, and eighteen months, we assessed the level of implementation, barriers and facilitators, and impact through questionnaires and in-depth semi-structured interviews. After older adults and professionals had identified a number of communication problems, we found that professionals had successfully implemented OHL-interventions to promote navigation and comprehensible communication. Limited resources and variation in organisational structures and procedures were perceived as barriers to implementation. The participation of service users, leadership support, and a stepwise implementation of interventions were perceived to facilitate implementation. In the long term, the OHL-interventions led to system-wide improvements, as shown by better embedding of health literacy policies, enhanced patient engagement, provision of plain language training and comprehensible information. Findings were similar for the two countries. Embedded OHL-interventions resulted in sustainable and system-wide health literacy changes in all four hospitals. Following implementation, OHL-interventions have the potential to promote health equity and empowerment among health service users.

scholarly journals A Pilot Study Exploring the Impact of Interprofessional Simulation on Role Clarity and Student Readiness for Collaborative Clinical Practice

2020 ◽  
Author(s):  
Shira Weiner ◽  
Laura Hagan ◽  
Julie Kardachi
Keyword(s):  
Pilot Study ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Focus Groups ◽  
Interprofessional Collaboration ◽  
Physical Therapy Students ◽  
Role Clarity ◽  
Interprofessional Learning ◽  
Student Readiness ◽  
The Impact

Purpose: Interprofessional collaboration is recognized as a healthcare practice paradigm that may decrease overall costs and minimize errors. Yet it remains common for practitioners to provide care within silos, inadequately considering the impact of their decisions on other providers and overall costs, which ultimately may negatively impact the patient. Integrating interprofessional collaboration in school curricula can establish the importance of this approach to healthcare. For optimal efficacy, every professional in the healthcare team must recognize their unique role and the roles of others, to allow for seamless interprofessional collaboration. Simulation is a teaching tool that provides students with the opportunity to experience and reflect upon their responses to real-world clinical encounters in an environment that is safe to them and to patients. The purpose of this pilot study was to investigate the effect of interprofessional simulation on occupational therapy and physical therapy students’ role clarity and perceived readiness for collaborative practice. Method: A mixed methods study design was used with occupational and physical therapy students matriculated in the same college. Two surveys were given to the participants pre- and post-interprofessional simulation: the Readiness for Interprofessional Learning Scale (RIPLS; evaluates student readiness for interprofessional learning) and the Interdisciplinary Education Perception Scale (IEPS; evaluates student perceptions of interprofessional training). Focus groups followed the interprofessional simulation to explore the subjects’ experience. Results: Statistically significant changes were noted in the RIPLS pre-post simulation. Five themes emerged from the focus groups including: students value simulation; students value interprofessional education; interprofessional experience facilitates an understanding of role clarity; teamwork has value and challenges; and, students value providing patient centered care. Conclusion: Simulation is a teaching resource that may prepare occupational therapy and physical therapy students for interprofessional collaboration in patient care. The results of this study can inform interprofessional curricular development for both occupational therapy and physical therapy programs.

scholarly journals Want to Engage More Physical Therapy Students in Geriatrics? Teach the 4Ms

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 14-15
Author(s):  
Tiffany Shubert ◽  
Cristine Henage
Keyword(s):  
Older Adults ◽  
Physical Therapy ◽  
Physical Therapists ◽  
The United States ◽  
Health Programs ◽  
Evidence Based ◽  
Physical Therapy Students ◽  
Demographic Shift ◽  
The Impact ◽  
What Matters

Abstract In 2019, 1.2% of the 209,000 licensed physical therapists in the United States had completed sufficient training to be Geriatric Certified Specialists. The dramatic demographic shift in the population will require all physical therapists to have foundational knowledge of evidence-based management of older adults. Our purpose was to pilot the impact of an 8-week curriculum for physical therapy students that integrated key concepts of rehabilitation for older adults with the Age-Friendly Health System’s 4Ms (Mentation, Mobility, Medications, What Matters). The curriculum included guest speakers from medicine, social work, nutrition, pharmacy, community providers (YMCA) and older adults. Every class modeled how to assess the Ms and integrate information into a plan aligned with what matters to the client. Students completed a pre-post survey to evaluate their understanding of the 4Ms, and self-assess confidence in applying concepts to practice. Results supported the value of integrating the 4Ms into the curriculum. Over 89% of respondents reported assessing medications and mentation was very important to patient care compared to 11% and 33% pre-course, and 78% of students reporting they were highly-likely to advocate for the 4Ms as part of their practice. The 4Ms provided a framework that made geriatric care more appealing. Several students commented they had no interest in geriatrics prior to the course, but were more confident in their abilities and more interested in caring for older adults. Findings from this pilot support the value of the 4Ms as a framework for graduate-level allied health programs curriculum development.

Māori Research(er) in Three Poems

2018 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Jacquie Kidd
Keyword(s):  
Palliative Care ◽  
Health Literacy ◽  
Cultural Identity ◽  
Focus Groups ◽  
Health Professionals ◽  
Bell Hooks ◽  
Face To Face ◽  
The Third ◽  
Ruth Behar ◽  
Seeking Help

These three poems re-present the findings from a research project that took place in 2013 (Kidd et al. 2018, Kidd et al. 2014). The research explored what health literacy meant for Māori patients and whānau when they accessed palliative care. Through face-to-face interviews and focus groups we engaged with 81 people including patients, whānau, bereaved loved ones, support workers and health professionals. The poems are composite, written to bring some of our themes to life. The first poem is titled Aue. This is a Māori lament that aligns to English words such as ‘oh no’, or ‘arrgh’, or ‘awww’. Each stanza of the poem re-presents some of the stories we heard throughout the research. The second poem is called Tikanga. This is a Māori concept that encompasses customs, traditions and protocols. There are tikanga rituals and processes that guide all aspects of life, death, and relationships. This poem was inspired by an elderly man who explained that he would avoid seeking help from a hospice because ‘they leave tikanga at the door at those places’. His choice was to bear his pain bravely, with pride, within his cultural identity. The third poem is called ‘People Like Me’. This is an autoethnographical reflection of what I experienced as a researcher which draws on the work of scholars such as bell hooks (1984), Laurel Richardson (1997) and Ruth Behar (1996). These and many other authors encourage researchers to use frustration and anger to inform our writing; to use our tears to fuel our need to publish our research.

Focus Groups With Older Adults

2015 ◽  
pp. 1-5
Author(s):  
Jutta E. Ataie ◽  
David L. Morgan
Keyword(s):  
Older Adults ◽  
Focus Groups
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