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1. Topic-
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New form for new process of falls reporting.
Falls prevention as a team effort. |
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2. Content-
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Falls risk - factors that make someone more likely to fall.
Fall prevention as safety and balance awareness.
Safe at home may mean "modified independence". |
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3. Goals: Aims/Outcomes-
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1. Whoever is "first to know" about a fall will "tell the story"
in writing.
2. Direct care staff (aides) accept their role on the Falls prevention
team.
3. Continue 100% falls reporting via new form and documentation process. |
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4. Objectives-
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1. Cognitive.
a. Aides express understanding of new form and its data points.
b. All team members can identify common fall risk factors.
c. Staff team with participants for shared goal of independence with
safety.
2. Psychomotor.
a. Aides demonstrate competence with new form.
b. Aides assist participants with fall prevention strategies.
c.
3. Affective.
a. Aides accept opportunity to more accurately report falls to Falls
Committee.
b. Aides are motivated to assist participants to remain safe at home
and at the center.
c. Participants are less resistant to change due to support from aides. |
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5. Materials and Aids-
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1. Written: New fall data collection/ interview/ "tell the story"
form.
2. Power point presentation that includes pictures.
3. Fall prevention strategies check sheet to be introduced for the
next step in the Falls prevention education process. |
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6. Procedures/Methods-
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A. Introduction-
1. We can congratulate ourselves for having 100% reporting of falls.
2. We can improve the accuracy of the data collected by having the
"first to know" do the report.
3. Putting the report in writing right away will be more efficient
than verbally reporting through 3-4 people.
4. The analysis of each fall and aggregate data will be more accurate;
fall prevention strategies will be more specific; time and effort
will be more efficient. |
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B. Development-
What to do.
1. Cognitive
a. Start with the goal of understanding the new form.
b. Identify fall risk factors.
c. Relate fall prevention strategies to purpose of the new form.
2. Psychomotor.
a. Demonstrate how the "tell the story"/ interview form is essentially
the same as calling the supervisor.
b. Walk the form through the journey it takes to get to the Medical
Record.
3. Affective
a. Praise the team for the job they have done in order to recognize
the efficacy and control they have already demonstrated.
b. Help the aides feel respected, not burdened, by an old task in
a new format. |
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C. Practice-
How to do
1. Cognitive
a. Explain the information in the ppt per planned presentation.
b. Encourage questions during the presentation.
c. Information will be presented in simple, concrete terms.
d. Relate stories of fall prevention efforts they have had with participants.
2. Psychomotor.
a. Practice the interview that will collect the most accurate data
with a partner.
b. Fill out a sample form during the practice session.
c. Plan for getting the completed form to the clinical team for morning
meeting.
3. Affective
a. Aides will feel affirmed that they have the interview skills already.
b. Aides will be proud of the reporting they do directly for the Medical
Record. |
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D. Independent Practice-
How to succeed -- 4 week implementation period.
1. Cognitive
a. Aides express understanding of new form by accurate use of it.
b. Aides explain to participants safety strategies.
c. All team members relate new form to falls reporting process.
2. Psychomotor.
a. Falls are reported on the "tell the story" page.
b. 100% reporting continues.
c. The Falls committee takes appropriate, efficient action in response
to falls reported.
3. Affective
a. Aides are empowered by their successful contributions to falls
prevention and participants' goal of being safe at home. |
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E. Accommodations (Differentiated Instruction)-
1. Some aides have a high school education, others have a master's
degree: keep it simple!
2. Some aides feel overburdened already by their responsibilities:
remind them of their past successes and contributions to the team
and the mission of the program.(Roll with resistance; Express sympathy;
Avoid arguing; Develop discrepancy; Support self-efficacy)
3. Provide opportunities to practice after the presentation; be available
for review for their own skills in order to enhance retention.
4. Generalization of the falls prevention principles may not happen
for some of the aides; be available to answer questions and provide
support on a case by case basis. |
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F. Checking for understanding-
1. Have the aides demonstrate the interview for data collection.
2. Have the aides demonstrate completion of the new form.
3. Have the aides describe the journey of the form through the process
-- to the clinical team at morning meeting, to the QAPI data set,
to the chart and falls notebook.
4. "What do you do if you find xyz risks?" cases. |
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G. Closure-
1. What is new is really just a new variation of old successes.
With growth of the program, we need greater efficiencies of all our
time and efforts.
2. New form (old verbal reporting. New process (old inconsistencies).
New team awareness of falls prevention (old individual efforts). New
language of balance, safety and modified independence (old threats
of falls and failure).
3. When in doubt, ask! |
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7. Evaluation-
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1. "First to know" person consistently fills out form at time fall
is reported.
2. "Tell the story" page comes to Morning Meeting within 1 business
day of fall being reported.
3. Fall with injury is reported to on-call nurse evenings and weekends.
4. Increase participant participation in safety measures to reduce
the incidence of falls in our program. |
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