Nutrients · 2024
Evaluation of the Staff Educational Components of the PROMOTE Program to Improve Resident Hydration.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Keller Heather H, Aravind Raksha, Devlin Kristina, Syed Safura, Werden Abrams Sophia, Lengyel Christina, Yoon Minn N, Namasivayam-MacDonald Ashwini, Slaughter Susan E, Gaspar Phyllis, Liu Wen
Аннотация
BACKGROUND/OBJECTIVES: Inadequate fluid intake is prevalent among older adults living in care settings and can lead to dehydration-related events such as falls and hospitalization. Staff knowledge and confidence using diverse strategies is needed to provide adequate hydration to residents. PROMOTE is a multicomponent intervention designed to support staff to increase resident fluid intake between meals. This study evaluated the educational components of PROMOTE.
METHODS: Participants (n = 87) working in long-term care or retirement homes completed an online pre-/post-test evaluation of a 7 min educational video. Key informant participants (n = 13) reviewed all educational materials, evaluated their usefulness and feasibility, and were interviewed to identify how to improve the materials.
RESULTS: The educational video improved knowledge (e.g., self-rating of knowledge pre-test median 8, standard error of the mean (SEM) 0.18; post-test median 9, SEM 0.13) and confidence. Participants intended to use PROMOTE strategies in their work with residents (1 [very likely] to 10 [very unlikely] median 2.0 SEM 0.27). Key informants rated the hydration of residents as an organizational priority (median 9.0 SEM 0.42) and all indicated that they would use the educational video in their future training. Less feasible educational components as rated by key informants included huddle discussions and email pushes. Posters were seen as feasible (54%) but only somewhat useful (77%).
CONCLUSIONS: Brief educational videos can improve staff knowledge and confidence regarding providing adequate hydration to residents. Having several educational components that can be used with this video was viewed positively. Recommendations were made to improve the materials.
METHODS: Participants (n = 87) working in long-term care or retirement homes completed an online pre-/post-test evaluation of a 7 min educational video. Key informant participants (n = 13) reviewed all educational materials, evaluated their usefulness and feasibility, and were interviewed to identify how to improve the materials.
RESULTS: The educational video improved knowledge (e.g., self-rating of knowledge pre-test median 8, standard error of the mean (SEM) 0.18; post-test median 9, SEM 0.13) and confidence. Participants intended to use PROMOTE strategies in their work with residents (1 [very likely] to 10 [very unlikely] median 2.0 SEM 0.27). Key informants rated the hydration of residents as an organizational priority (median 9.0 SEM 0.42) and all indicated that they would use the educational video in their future training. Less feasible educational components as rated by key informants included huddle discussions and email pushes. Posters were seen as feasible (54%) but only somewhat useful (77%).
CONCLUSIONS: Brief educational videos can improve staff knowledge and confidence regarding providing adequate hydration to residents. Having several educational components that can be used with this video was viewed positively. Recommendations were made to improve the materials.