ABSTRACT

The ability to confidently perform fall-risk assessment on older adults is critical for Doctor of Physical Therapy (DPT) students prior to entering workforce. The complex nature of falls makes it challenging to teach it realistically in traditional classroom settings. This could lead to lack of confidence in performing effective assessments in real clinical situations. For this purpose, an evidence-based experiential fall-risk assessment activity was implemented in the curriculum. The purpose was to investigate if this activity improved students’ confidence in performing fall-risk assessment. Twenty-eight students completed this activity on thirty-three older adults from a senior living community. A 13-item questionnaire was used to investigate confidence before and after the activity. Significant improvements in students’ confidence were noted for administering client interview (p = .001, r = −0.43), 30-Second Chair Stand Test (p = .046, r = −0.34) and 10-Meter Walk Test (p = .011, r = −0.27). Additionally, students demonstrated excellent inter-rater reliability (ICC > 0.9) with the faculty experts for administering 5-Times Sit-to-Stand, 10-Meter Walk, Berg Balance Scale, 4-Stage Balance, Timed Up and Go and 30-Second Chair Stand tests, and good inter-rater reliability (ICC = 0.78) for Single-Limb Stance Time test. This activity had a positive impact on DPT students’ confidence in conducting effective fall-risk assessment.

摘要

在进入劳动力市场之前，能够自信地对老年人进行跌倒风险评估对于物理治疗博士 (DPT) 学生来说至关重要。跌倒的复杂性使得在传统课堂环境中真实地教授它具有挑战性。这可能导致对在真实临床情况下进行有效评估缺乏信心。为此，在课程中实施了基于证据的体验式跌倒风险评估活动。目的是调查这项活动是否提高了学生进行跌倒风险评估的信心。二十八名学生完成了这项针对来自老年社区的三十三名老年人的活动。使用包含 13 个项目的问卷调查活动前后的信心。p = .001，r = −0.43），30 秒椅子站立测试（p = .046，r = −0.34）和 10 米步行测试（p = .011，r = −0.27）。此外，学生在管理 5 次坐立、10 米步行、Berg 平衡量表、4 阶段平衡、定时起走和 30-第二个椅子站立测试，以及单肢站立时间测试的良好评估者间可靠性（ICC = 0.78）。这项活动对 DPT 学生进行有效跌倒风险评估的信心产生了积极影响。