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"We are all one together": peer educators' views about falls prevention education for community-dwelling older adults--a qualitative study.

Khong L, Farringdon F, Hill KD, Hill AM - BMC Geriatr (2015)

Bottom Line: Personal factors that facilitated message delivery and engagement included peer-to-peer connection and perceived credibility, while barriers included a reluctance to accept the message that they were at risk of falling by some members in the audience.Organisational factors, including ongoing training for peer educators and formative feedback following presentations, were perceived as essential because they affect successful message delivery.There is a need to consider incorporating learnings from this research into a formal large scale evaluation of the effectiveness of the peer education approach in reducing falls in older adults.

View Article: PubMed Central - PubMed

Affiliation: Institute for Health Research, School of Physiotherapy, The University of Notre Dame Australia, PO Box 1225, Fremantle, Western Australia, 6959, Australia. Linda.Khong1@my.nd.edu.au.

ABSTRACT

Background: Falls are common in older people. Despite strong evidence for effective falls prevention strategies, there appears to be limited translation of these strategies from research to clinical practice. Use of peers in delivering falls prevention education messages has been proposed to improve uptake of falls prevention strategies and facilitate translation to practice. Volunteer peer educators often deliver educational presentations on falls prevention to community-dwelling older adults. However, research evaluating the effectiveness of peer-led education approaches in falls prevention has been limited and no known study has evaluated such a program from the perspective of peer educators involved in delivering the message. The purpose of this study was to explore peer educators' perspective about their role in delivering peer-led falls prevention education for community-dwelling older adults.

Methods: A two-stage qualitative inductive constant comparative design was used. In stage one (core component) focus group interviews involving a total of eleven participants were conducted. During stage two (supplementary component) semi-structured interviews with two participants were conducted. Data were analysed thematically by two researchers independently. Key themes were identified and findings were displayed in a conceptual framework.

Results: Peer educators were motivated to deliver educational presentations and importantly, to reach an optimal peer connection with their audience. Key themes identified included both personal and organisational factors that impact on educators' capacity to facilitate their peers' engagement with the message. Personal factors that facilitated message delivery and engagement included peer-to-peer connection and perceived credibility, while barriers included a reluctance to accept the message that they were at risk of falling by some members in the audience. Organisational factors, including ongoing training for peer educators and formative feedback following presentations, were perceived as essential because they affect successful message delivery.

Conclusions: Peer educators have the potential to effectively deliver falls prevention education to older adults and influence acceptance of the message as they possess the peer-to-peer connection that facilitates optimal engagement. There is a need to consider incorporating learnings from this research into a formal large scale evaluation of the effectiveness of the peer education approach in reducing falls in older adults.

No MeSH data available.


Research design for exploring the perceptions of peer educators about delivering falls prevention education to community-dwelling older adults.
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Fig1: Research design for exploring the perceptions of peer educators about delivering falls prevention education to community-dwelling older adults.

Mentions: A two-stage qualitative inductive constant comparative design [25,26] was used (Figure 1). This design was chosen to gain an in-depth understanding of the numerous interpretations from the peer educators about the program in which they were involved. In Stage One, focus group interviews (core component) were used to gain the peer educators’ perspectives of their role and effectiveness in delivering the falls prevention message. The emerging categories identified from the preliminary analysis of data obtained from these focus group interviews were further explored in subsequent Stage Two semi-structured interviews (supplementary component) to elicit a broader and more in-depth scope to the preliminary findings [27].Figure 1


"We are all one together": peer educators' views about falls prevention education for community-dwelling older adults--a qualitative study.

Khong L, Farringdon F, Hill KD, Hill AM - BMC Geriatr (2015)

Research design for exploring the perceptions of peer educators about delivering falls prevention education to community-dwelling older adults.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4374404&req=5

Fig1: Research design for exploring the perceptions of peer educators about delivering falls prevention education to community-dwelling older adults.
Mentions: A two-stage qualitative inductive constant comparative design [25,26] was used (Figure 1). This design was chosen to gain an in-depth understanding of the numerous interpretations from the peer educators about the program in which they were involved. In Stage One, focus group interviews (core component) were used to gain the peer educators’ perspectives of their role and effectiveness in delivering the falls prevention message. The emerging categories identified from the preliminary analysis of data obtained from these focus group interviews were further explored in subsequent Stage Two semi-structured interviews (supplementary component) to elicit a broader and more in-depth scope to the preliminary findings [27].Figure 1

Bottom Line: Personal factors that facilitated message delivery and engagement included peer-to-peer connection and perceived credibility, while barriers included a reluctance to accept the message that they were at risk of falling by some members in the audience.Organisational factors, including ongoing training for peer educators and formative feedback following presentations, were perceived as essential because they affect successful message delivery.There is a need to consider incorporating learnings from this research into a formal large scale evaluation of the effectiveness of the peer education approach in reducing falls in older adults.

View Article: PubMed Central - PubMed

Affiliation: Institute for Health Research, School of Physiotherapy, The University of Notre Dame Australia, PO Box 1225, Fremantle, Western Australia, 6959, Australia. Linda.Khong1@my.nd.edu.au.

ABSTRACT

Background: Falls are common in older people. Despite strong evidence for effective falls prevention strategies, there appears to be limited translation of these strategies from research to clinical practice. Use of peers in delivering falls prevention education messages has been proposed to improve uptake of falls prevention strategies and facilitate translation to practice. Volunteer peer educators often deliver educational presentations on falls prevention to community-dwelling older adults. However, research evaluating the effectiveness of peer-led education approaches in falls prevention has been limited and no known study has evaluated such a program from the perspective of peer educators involved in delivering the message. The purpose of this study was to explore peer educators' perspective about their role in delivering peer-led falls prevention education for community-dwelling older adults.

Methods: A two-stage qualitative inductive constant comparative design was used. In stage one (core component) focus group interviews involving a total of eleven participants were conducted. During stage two (supplementary component) semi-structured interviews with two participants were conducted. Data were analysed thematically by two researchers independently. Key themes were identified and findings were displayed in a conceptual framework.

Results: Peer educators were motivated to deliver educational presentations and importantly, to reach an optimal peer connection with their audience. Key themes identified included both personal and organisational factors that impact on educators' capacity to facilitate their peers' engagement with the message. Personal factors that facilitated message delivery and engagement included peer-to-peer connection and perceived credibility, while barriers included a reluctance to accept the message that they were at risk of falling by some members in the audience. Organisational factors, including ongoing training for peer educators and formative feedback following presentations, were perceived as essential because they affect successful message delivery.

Conclusions: Peer educators have the potential to effectively deliver falls prevention education to older adults and influence acceptance of the message as they possess the peer-to-peer connection that facilitates optimal engagement. There is a need to consider incorporating learnings from this research into a formal large scale evaluation of the effectiveness of the peer education approach in reducing falls in older adults.

No MeSH data available.