dc.contributor.author |
Heflin, Mitchell Tod |
|
dc.contributor.author |
Wieland, Darryl |
|
dc.contributor.author |
Yanamadala, Mamata |
|
dc.coverage.spatial |
United States |
|
dc.date.accessioned |
2017-06-02T18:26:59Z |
|
dc.date.available |
2017-06-02T18:26:59Z |
|
dc.date.issued |
2013-11 |
|
dc.identifier |
https://www.ncbi.nlm.nih.gov/pubmed/24219200 |
|
dc.identifier.uri |
https://hdl.handle.net/10161/14763 |
|
dc.description.abstract |
Delirium is a common and serious condition that is underrecognized in older adults
in a variety of healthcare settings. It is poorly recognized because of deficiencies
in provider knowledge and its atypical presentation. Early recognition of delirium
is warranted to better manage the disease and prevent the adverse outcomes associated
with it. The purpose of this article is to review the literature concerning educational
interventions focusing on recognition of delirium. The Medline and Cumulative Index
to Nursing and Allied Health Literature (CINHAL) databases were searched for studies
with specific educational focus in the recognition of delirium, and 26 studies with
various designs were identified. The types of interventions used were classified according
to the Predisposing, Reinforcing and Enabling Constructs in Educational Diagnosis
and Evaluation (PRECEDE) model, and outcomes were sorted according to Kirkpatrick's
hierarchy. Educational strategies combining predisposing, enabling, and reinforcing
factors achieved better results than strategies that included one or two of these
components. Studies using predisposing, enabling, and reinforcing strategies together
were more often effective in producing changes in staff behavior and participant outcomes.
Based on this review, improvements in knowledge and skill alone seem insufficient
to favorably influence recognition of delirium. Educational interventions to recognize
delirium are most effective when formal teaching is interactive and is combined with
strategies including engaging leadership and using clinical pathways and assessment
tools. The goal of the current study was to systematically review the published literature
to determine the effect of educational interventions on recognition of delirium.
|
|
dc.language |
eng |
|
dc.relation.ispartof |
J Am Geriatr Soc |
|
dc.relation.isversionof |
10.1111/jgs.12522 |
|
dc.subject |
delirium |
|
dc.subject |
education |
|
dc.subject |
recognition |
|
dc.subject |
Aged |
|
dc.subject |
Delirium |
|
dc.subject |
Health Personnel |
|
dc.subject |
Humans |
|
dc.title |
Educational interventions to improve recognition of delirium: a systematic review. |
|
dc.type |
Journal article |
|
pubs.author-url |
https://www.ncbi.nlm.nih.gov/pubmed/24219200 |
|
pubs.begin-page |
1983 |
|
pubs.end-page |
1993 |
|
pubs.issue |
11 |
|
pubs.organisational-group |
Center for Population Health & Aging |
|
pubs.organisational-group |
Center for the Study of Aging and Human Development |
|
pubs.organisational-group |
Clinical Science Departments |
|
pubs.organisational-group |
Duke |
|
pubs.organisational-group |
Duke Population Research Institute |
|
pubs.organisational-group |
Institutes and Centers |
|
pubs.organisational-group |
Medicine |
|
pubs.organisational-group |
Medicine, Geriatrics |
|
pubs.organisational-group |
Sanford School of Public Policy |
|
pubs.organisational-group |
School of Medicine |
|
pubs.organisational-group |
Staff |
|
pubs.publication-status |
Published |
|
pubs.volume |
61 |
|
dc.identifier.eissn |
1532-5415 |
|