Abstract
Purpose To design and evaluate an educational intervention to enhance care of hospitalized older adults with impaired cognition. Method Pre- and post-focus groups were employed to design and evaluate the intervention. Results Four categories emerged from the pre-intervention focus groups: many knowledge gaps; reliance on outside expertise; limited involvement in care planning; and preferences for in-person training. Three categories emerged from the post-intervention focus groups: addressing learning needs/preferences; awareness and use of best practices; and many factors affect knowledge application. Conclusions The intervention resulted in self-reported improvements in knowledge and the ability to apply this knowledge into patient care.
Original language | English |
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Pages (from-to) | 27-32 |
Number of pages | 6 |
Journal | Journal of Interprofessional Education and Practice |
Volume | 5 |
DOIs | |
Publication status | Published - Dec 1 2016 |
Bibliographical note
Publisher Copyright:© 2016 Elsevier Inc.
ASJC Scopus Subject Areas
- Education