Resumen
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.
Idioma original | English |
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Páginas (desde-hasta) | 27-32 |
Número de páginas | 6 |
Publicación | Journal of Interprofessional Education and Practice |
Volumen | 5 |
DOI | |
Estado | Published - dic. 1 2016 |
Nota bibliográfica
Publisher Copyright:© 2016 Elsevier Inc.
ASJC Scopus Subject Areas
- Education