scholarly journals LESSONS LEARNED ABOUT AGING: PREPARING PHYSICAL THERAPY STUDENTS TO TEACH OLDER ADULTS: CASE SERIES

2015 ◽  
Vol 55 (Suppl_2) ◽  
pp. 714-714
Keyword(s):  
Older Adults ◽  
Physical Therapy ◽  
Case Series ◽  
Lessons Learned ◽  
Physical Therapy Students

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.

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.

Implementing a REBOA program outside of the ivory tower: initial case series and lessons learned at a community trauma center.

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Jacob J Glaser ◽  
Adam Czerwinski ◽  
Ashley Alley ◽  
Michael Keyes ◽  
Valentino Piacentino ◽  
...  
Keyword(s):  
Acute Care ◽  
Trauma Center ◽  
Systolic Pressure ◽  
Case Series ◽  
Lessons Learned ◽  
Hospital Environment ◽  
Open Approach ◽  
Improvement Program ◽  
Clinical Series ◽  
Community Trauma

Background: REBOA has become an established adjunct to hemorrhage control. Prospective data sets are being collected, primarily from large, high volume trauma centers. There are limited data, and guidelines, to guide implementation and use outside of highly resourced environments. Smaller centers interested in adopting a REBOA program could benefit from closing this knowledge gap. Methods: A clinical series of cases utilizing REBOA from Grand Strand Medical Center, Myrtle Beach, South Carolina were reviewed. This represents early data from a busy community trauma center (ACS Level 2), from January 2017 to May 2018. Seven cases are identified and reported on, including outcomes. Considerations and ‘lessons learned’ from this early institutional experience are commented on.   Results: REBOA was performed by trauma and acute care surgeons for hemorrhage and shock (blunt trauma n=3, penetrating trauma n=2, no- trauma n=2). All were placed in Zone 1 (one initially was placed in zone 3 then advanced). Mean (SD) systolic pressure (mmHg) before REBOA was 43 (30); post REBOA pressure was 104 (19). N=4 were placed via an open approach, n=3 percutaneous (n=2 with ultrasound). All with arrest before placement expired (n=3) and all others survived. Complications are described.   Conclusions: REBOA can be a feasible adjunct for shock treatment in the community hospital environment, with outcomes comparable to large centers, and can be implemented by acute care and trauma surgeons. A rigorous process improvement program and critical appraisal process are critical in maximizing benefit in these centers.

scholarly journals Implementation of Remote Interventions in Older Adults: Lessons Learned During COVID-19 Isolation

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 950-950
Author(s):  
Jamie Rincker ◽  
Jessica Wallis ◽  
Angela Fruik ◽  
Alyssa King ◽  
Kenlyn Young ◽  
...  
Keyword(s):  
Older Adults ◽  
Weight Loss ◽  
Nutrition Education ◽  
Underserved Populations ◽  
Smart Phone ◽  
Dropout Rate ◽  
Lessons Learned ◽  
Drop Out ◽  
Electronic Submission ◽  
Weight Loss Interventions

Abstract Recommendations for older adults to socially isolate during the COVID-19 pandemic will have lasting impacts on body weight and physical activity. Due to the pandemic, two in-person RCT weight-loss interventions in obese older adults with prediabetes, Veterans Achieving Weight Loss and Optimizing Resilience-Using Protein (VALOR-UP, n=12) and the Egg-Supplemented Pre-Diabetes Intervention Trial (EGGSPDITE, n=7), were converted to remote formats and weekly nutrition (EGGSPDITE and VALOR-UP) and exercise (VALOR-UP only) classes were delivered using synchronous videoconference technology (Webex); classes were accessed via tablet/desktop/laptop or smart phone. Steps taken to transition participants to remote formats included technology training, implementation of staff tech-support, and delivery of nutrition education, tablets, scales, and exercise bands. The time to successfully transition participants was 1 week for early adopters (n=10) and up to 4 weeks for those with significant technology barriers (n=9); their difficulties included internet access, camera and microphone access and use, and electronic submission of weight and food records. Even with these challenges, in the first 3 months of remote delivery, participant dropout rate was low (10.5%, n=2), attendance was high (87.6% nutrition class (n=19); 76.4% exercise class (VALOR-UP, n=12)), and weight loss was successful (>2.5% loss (n=13); >5% loss (n=8)), showing that lifestyle interventions can be successfully adapted for remote delivery. Remote interventions also have potential for use in non-pandemic times to reach underserved populations who often have high drop-out rates due to caretaker roles, transportation limitations, and work schedules. These barriers were significantly reduced using a virtual intervention platform.

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