Despite world-wide emphasis on falls prevention, falls and their consequences remain a major health issue for older people, and their health care providers. Many systematic reviews have been undertaken to evaluate the impact of intervention programmes on falls reduction, however, relatively little research provides a voice for older people's own perceptions of such programmes. To readdress this imbalance the current research utilized a purposive sampling method to recruit a hard to reach group of older people who had received a post-fall health and social-care programme to investigate their experiences of the programme. Semistructured interviews with eight housebound people aged over 65 who had fallen were undertaken, and data analysed using interpretative phenomenological analysis. Four themes were identified: losing independence; losing confidence; losing social identity; managing a changed self. Despite a tailored intervention programme minimal improvement in participants' psychological adjustment to falls was noted. Outcomes from this study are of interest to health and social-care staff who deliver falls prevention programmes. Staff need to enhance constructive adjustment to the older person's altered circumstances and ensure behaviours do not exacerbate their clients' loss of independence. This should assist older people's ability to positively manage their sense of self, allowing them to find continuing meaning in their daily lives.
Given the continuing economic climate, the issue of employability: the acquisition of a range of knowledge, skills and attributes that support continued learning and career development, is high on the agenda for many Higher Education Institutes (HEIs). To address employability Scottish HEIs have identified a set of attributes that are considered necessary for graduates in the 21st century. However, teachers often assume students automatically master generic skills that enhance employability throughout their course, while the explicit teaching of generic skills is recognised as difficult given already full programmes.The current report describes the background to incorporating novel teaching strategies, aimed at increasing students' generic skills, into the curriculum of level 1 physiotherapy students in a west of Scotland university.To support the inclusion of new strategies, the authors also investigated the knowledge and perceptions of level 1 physiotherapy students relating to generic skills. Level 1 Physiotherapy students were invited to participate in a focus group, with the aim of ascertaining issues of relevance and concern to the cohort. This was undertaken to ensure the novel teaching strategies would be relevant to the needs of the students on the programme. A total of eight students contributed to the focus group. Thematic analysis was undertaken on the data, and three themes were identified reflecting the shared student experience: importance of peer feedback, perceptions of lack of knowledge, and low confidence levels. The three themes are discussed in relation to generic skills, along with an overview of the strategies that were developed for implementation.
pitalization or extended hospital stays. Quality of life (QoL) in older people and more specifically, frail older people residing in long term care has got increasing interest in recent years. Balance in addition to the sensorimotor and cognitive elements that decline with aging might decrease daily of living activities and quality of life in community-dwelling older people as well.Purpose: In part because of the lack of an established relationship between balance, quality of life and Activities of Daily Living in community older adults in the literature, we have aimed to investigate whether balance problems influence ADL and QoL in community-dwelling older people.Methods/analysis: 172 female, 128 male, a total of 300 community-dwelling older adults recruited to the study has been conducted between September AND December 2015. Only subjects capable of giving informed consent were allowed to be included and informed consent has been obtained from all of the participants. Their mean age was 71.08 ± 5.84 years and their mean body mass index was 28.92 ± 4.74 (kg/m 2 ) Tinetti Performance Oriented Mobility Assessment (POMA) was used for assessing balance functions. ADL was measured with Functional Independence Measure (FIM) and WHOQOL -Old.Tr (Whoqol) was used to evaluate the patients' quality of life. The data was analysed using Pearson Correlation Coefficient Test and the significance level was set at P < 0.05.Results: It was found that there was significant correlation between POMA and FIM Scores (P < 0.05, r = 0.727, moderate level). POMA sores wERE also correlated with QoL sores (P < 0.05, r = 0.14, very weak level).Discussion and conclusions: It was found that low POMA scores were associated with decline in ability to perform ADLs without much deterioration on QoL of elderlycommunity dwelling. Balance deficits may contribute to psychological conditions such as fear of falling, kinesiophobia and also affect health-related QOL and ADL. Several neuromuscular assessments have been used in evaluating the balance deficits and falls of an elderly patient. Some authors have taken additional steps to extend current measures of fear of falling by including broader activities from ADLs and instrumental ADLs. These may be useful for clinical practioners, because standard physical assessments have been found to be insufficient to detect functional deficits in ADL. Falls seen among older people can be devastating and lead to loss of independence and decrease their quality of life. Impact and implications: The results of this study can be used not only early identifying of the deficits in ADL and QoL related with balance problems but also presenting the importance of balance exercise in rehabilitation programs in order to enhance ADL and QoL.Funding acknowledgement: No funding has been received.http://dx. Relevance:This study examined how novel curriculum design and involving students in teaching of their peers effects development of key skills for practice.Purpose: The aim of this study was to embed Reciprocal Peer Teaching...
Perfectionism is a personality orientation associated with mental health and adjustment problems. Recent evidence demonstrates that perfectionism is widespread among students and on the rise, with recent generations of students placing increasingly more importance on perfection. Whilst the extant literature is vast, it tends to focus on psychopathology and identification of perfectionism correlates rather than the experience of student perfectionism. Furthermore, the education literature, is scant and there is a need to understand the deeper processes and nuances of perfectionism, particularly within health professions education where high study demands, competition to gain entry to educational programmes, and professional cultures may nurture the problem. This phenomenological study explored the lived experiences of physiotherapy students as they wrestled with perfectionism in the various facets of their studies. Participants were ten physiotherapy students with elevated perfectionism. Semi-structured interviews were undertaken and participants completed log sheets to document perfectionism-related experiences. Idiographic profiles were composed and interview transcripts were analysed, drawing upon features of both phenomenological and thematic analysis. Perfectionism was found to have toxic consequences for the learning experience. Harmful phenomenological experiences included perpetual and excessive achievement striving, punitive self-criticism and health and wellbeing difficulties. A range of sabotaging learning behaviours such as self-handicapping and feedback avoidance was also illuminated, and cultural and organisational influences perceived to foster perfectionism emerged. Findings are discussed in relation to underlying processes and implications for educators. The prospect of findings transferring to other educational contexts is highlighted.
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