Falls are a significant public health concern not only for older adults but for adults of all ages. The purpose of this quantitative pretest-posttest project was to determine if or to what degree the implementation of the fall risk assessment questionnaire (FRAQ) used in conjunction with the Stopping Elderly Accidents, Deaths and Injuries (STEADI) tools used as an educational intervention on falling would increase the knowledge of fall risk prevention strategies and fall rates for participants between the ages of 50 to 64 years at a health clinic in urban, Texas over four weeks. The project utilized the health belief model, which predicts how a client would behave in relation to their situation and comply with health-related therapies. The project sample size (n = 30) included participants between the ages of 50 and 64 years old, with the mean age of 58 years. A paired t-test showed that there was a significant difference in pretest scores (M = 24.9, SD = 3.325) and posttest scores (M = 33.9, SD = 3.1); t (29) = 16.397, p = 0.58, fairly reasonable in assuming normal distribution of population. This indicated there was not a significant increase in fall risk knowledge. The fall rate was 33.4% before intervention and 0% thirty days after intervention as measured by FRAQ. The result of the data analysis indicates that although the structured education on the risk factors of falling did not increase participant knowledge, it was clinically significant in reducing fall rates. Therefore, it is recommended that the clinic continue the educational program on fall prevention and duplicate the project over a longer period of time with a larger more diverse population.
|Commitee:||Hobson, Iris, Smith, Lisa G.|
|School:||Grand Canyon University|
|Department:||College of Nursing and Health Care Professions|
|School Location:||United States -- Arizona|
|Source:||DAI-B 82/1(E), Dissertation Abstracts International|
|Subjects:||Public Health Education, Nursing|
|Keywords:||Fall prevention strategies, Fall risk, Health education, Knowledge gain, Middle age, Structured education|
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