Recognizing, reporting, and responding to abuse, neglect, and self-neglect of vulnerable adults: an evaluation of the re:act adult protection worker basic curriculum

Abstract

Abuse and neglect of vulnerable adults are significant problems, the identification and management of which is increasingly being made the legal responsibility of healthcare professionals. In response, some jurisdictions have developed training to assist professionals in these duties. This study evaluates the re:act Adult Protection Worker Basic Curriculum training from British Columbia, Canada. One hundred and fifty-seven participants, 109 training completers and 48 non-completers, answered a survey evaluating their confidence, knowledge, and applied knowledge in identifying, reporting, and investigating cases of suspected abuse, neglect, and self-neglect of vulnerable adults. Comparisons of training completers to non-completers showed significant gains in completers' perceived confidence and knowledge, but no improvement in applied knowledge. The type of healthcare professional being trained and the length of training did not impact learner improvement. The results suggest ways in which both training and evaluation can be improved (e.g., supervised practice) to increase and detect gains in knowledge and practice.

The Effectiveness of Educational Intervention in Improving Primary Health-Care Service Providers’ Knowledge, Identification, and Management of Elder Abuse and Neglect: A Systematic Review

“…Ten studies met the inclusion criteria (Désy & Prohaska, 2008; Ejaz, Rose, & Anetzberger, 2017; Fisher & Walker, 2014; Harmer-Beem, 2005; McCauley, Jenckes, & McNutt, 2003; Raja et al, 2015; Seamon, Jones, Chun, & Krohmer, 1997; Shefet et al, 2007; Storey & Prashad, 2018; Sugita & Garrett, 2012). The studies were mainly conducted in the United States (Désy & Prohaska, 2008; Ejaz et al, 2017; McCauley et al, 2003; Raja et al, 2015; Seamon et al, 1997; Sugita & Garrett, 2012) or the United Kingdom (Fisher & Walker, 2014; Harmer-Beem, 2005), with one in Israel (Shefet et al, 2007), and one in Canada (Storey & Prashad, 2018). The methodological quality of three studies was moderate, while seven studies were categorized as having a serious risk of bias based on the ROBINS-I(Table 5).…”

“…Raja et al (2015) delivered face-to-face educational training using a multimodality approach by combining lectures, role-play, and interactive exercises based on clinical scenarios. Storey and Prasad (2018) delivered educational intervention via face-to-face lectures, small- and large-group discussions and activities, role-play, reflective writing, case studies, quizzes, and video clips. The other face-to-face educational interventions used didactic lectures.…”

“…There were also educational interventions delivered in a few different sessions covering the topics and modules (Ejaz et al, 2017; Teresi et al, 2013). The duration of the educational intervention varied, from as short as 25 min per module (Teresi et al, 2013) to as long as 13 hr per training for 11 modules (Storey & Prashad, 2018).…”

“…The rest of the quasi-experimental studies had pre- and poststudy designs without a control. One quasi-experimental study compared completers and noncompleters of educational modules (Storey & Prashad, 2018).…”

Preventing Harm to Vulnerable Older Adults: A Social Justice Perspective

“…These pertain to the Adult Guardianship Act but do not focus on the legal aspects. Storey and Prashad (2018) examined the effectiveness of training for mandated responders. Holland (2011) interviewed social workers who are mandated responders to understand how they apply the ethic of justice and the ethic of care to practice.…”