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falls prevention lessons
Abstract Falls which affect the elders’ health and independent life are important dangerous factors. These will cause self-confidence losing as well as psychological harm of falling again scaring, and that brings about self-limited action, which will lead to gradually loss of body functions and independent moving ability, increasingly rate of suffering illness and death. Falls will also increase the burden of social treatment expenses and family caring cost. As time goes on to aged-society in Taiwan, the prevention of falls has become important issues of nowadays preventive medicine and family health nursing. The study was mainly to design lessons of “Falls Prevention Education Intervention” for institution elders, and then explored the effected results of knowledge, belief and self-efficiency of lessons. The study employed quasi-experimental design, a target of 40 persons in private management of public management elder nursing center institution in Taipei with 16 “falls prevention” education intervention lessons, and applied to another nursing institution as the contrast groupwith no intervention. The experimental group in the study was divided into two: the experimental group and the contrast. To conduct multi-intervention for 16 weeks, once a week of 90 minutes for each class with hygiene education for 30 minutes and exercise for 60 minutes, and media applied (teaching material, hand outs and learning proves), and none for the contrast. The two, the experimental group and the contrast, are all applied pre- and post-test, and the experimental group are employed teaching process evaluation as well. The study casually sampled 7 cases and directed in-depth interviewing to investigate the results of educationintervention. The main results of study were summarized as followed: 1. The scores of the experimental group on “knowledge” are significantly different and higher than the contrast, under the control of pre-test scores, after the intervention of falls prevention education. 2. The scores of the experimental group on “belief” are significantly higher than the contrast, no significance on ANCOVA, significance difference on t-test, under the control of pre-test scores, after the intervention of falls prevention education. 3. The scores of the experimental group on “self-efficiency” are significantly higher than the contrast, no significance on ANCOVA, significance difference on t-test, under the control of pre-test scores, after the intervention of falls prevention education. 4. More than 90% of the elders of the experimental group were satisfied with the falls prevention education intervention design, and more than 80% of them considered the lessons applied helpful. 5. The experimental group in this study mostly had positive evaluation to falls prevention education intervention. The contribution of the study lies in providing suggestions for “falls intervention” to institution elders, and being the basis of future advanced study with vertically intervention research.
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