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Tuesday, 18 February 2014 08:54

Preventing Fall Among Elderly In Hospital Settings Featured

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Preventing Fall Among Elderly In Hospital Settings

Characteristics of the students

This course is designed for BSN students.  Majority of students who chose nursing as a career site compassion, the need to care and help other and kindness as the main reason they pursued this career.  Most nursing students are choosy on the nursing school they want to attend. They consider its reputation, NCLEX pass rate, location, cost of the course and the duration of the program. Most schools admit nursing students with a GPA of 3.38.  The students describe themselves as passionate, determined, dedicated, and hardworking and focused. The students portray a range of demographic characteristics in terms of change, with some being as young as 18 years and others being in-service RN, aged 40 years. The students also exhibit diversity in terms of ethnicity and nationality.

Content of the course

The course will focus on preventing fall among the elderly in hospital settings. The course will provide an overview of the problems that occur in hospital settings and further explore the identification of the older at risk for f alls, factors that contribute to fall risks, and the assessment of the different strategies that can be used to prevent fall such as occupational therapy exercise.  There are many and diverse fall risk factors, and the process of identifying these risk factors requires multidisciplinary efforts. The course will be organized into three subsections or modules. The first section will give an overview on evaluation and assessment the second section will concentrate on hospital settings while the third will focus on developing the right strategies and interventions to reduce fall. 

The course will further be subdivided into six sections.

Section A: current status of fall problem including prevalence, statistics, consequences and costs

Section B: risk factors among the elderly, aetiology and circumstances of fall in hospital settings

Section C: Initiatives that have been put in place by various organizations and institutions such as the Joint Commission and Centre for Medicare and Medicaid services to reduce inpatient falls.

Section D: fall risk assessment in hospital set-ups from the perspective of nurses

Section E: Fundamental elements of fall prevention strategies in health care institutions.

Section F: resources.

Learning objectives

  1. Successful completion of the course will enable learners to:
  2. Identify the challenge of fall in hospital settings in respect to prevalence, consequences, statistics and cost.
  3. Identify risk factors that expose the elderly to fall in health care facilities.
  4. Understand that fall can be considered as a geriatric syndrome that is multifactorial and is associated with substantial morbidity and poor outcomes.
  5. Understand the different strategies and regulations that ave been established to prevent falls by CMS and Joint commission regulations.
  6. Identify and understand assessment strategies used to recognize older adults at risk of fall in health care settings and the appropriate intervention strategies.
  7. Understand the American Geriatric Society Guidelines on fall prevention

Instructional methods

Instructional methods are the ways or means that teachers, lecturers and professors use to teach materials to their students.  The choice of the instructional method depends on the content (what is being taught), the audience (who is being taught) and the level of competence that is expected.  Basically, content is divided into skills, attitudes and values domains of knowledge.  While teaching knowledge, the instructor can use a variety of the methods with the aim of getting the learner to engage in the learning the material actively.  While teaching skills, the instructor is expected to demonstrate and highlight important aspects, supervise students while performing the skills, or talk the student through the skill. While teaching about attitudes, the instructor needs to use methods that require the application of the specific attitudes. 

In clinical courses, educators use different teaching methods in different set-ups. This course will be taught using a combination of instructional methods that includes lecture hall, inpatient setting, clinical setting and case studies.  This will ensure the trainee gets both the necessary knowledge and skills.

Classroom teaching methods

It is no doubt that lecturing is one of the widely used formal educational methods. According to Bligh, lecturing is a more or less continuous exposition by a speaker/educator who wants his or her audience to learn something.  Lecture has its roots in Latin, and it is the method of learning that was developed prior to the invention of printing.

The lecture will be used to provide a broad overview or introduction of the course so as to give the learners the background familiarity with the topic. Lectures will be effective in Section A of the course where learners will be taught on the problem of fall in hospital settings, consequences, statistics and cost of the problem.  At this stage, the purpose of the lecturer will be to offer students a broad introduction into the topic and make them understand why the course is important. It is possible that some of the BSN students will have diplomas or certificates in nursing, therefore; the lecture will be used to provide explication on the topic.  It will help them to develop cognitive framework for organizing concepts and restructuring the information they have to make it applicable to the current issues. 

The lectures will be prepared in consideration of the intended audience, level of knowledge of the students and the motivations of the students to acquire the new knowledge, skills and attitudes.  The lectures will be tailored and delivered to link the course content and previous knowledge.  Students will be issued with notes to refer after the lectures. The course content will be delivered using multiple modalities simultaneously to increase retention and learners’ understanding.  Visual presentations such as PowerPoint presentations will be used to enhance understanding among students. In order to increase teacher-student relationship, the lecture will be organized in small manage classes of less than forty five students.

Lecture offers the instructor an opportunity to deliver large amount of information to a large or small group of learners while using the instructor’s time effectively.  The instructor is bale to organize and prepare the content effectively, and deliver the content until the students are satisfied.  Lectures will help the instructor to assist student gather information, understand it and organize it in a way that will allow them to use the information in later dates.

However, lectures always the challenge of getting the students to be involved actively. This shortcoming of lectures will be compensated through various strategies such as the use of visual aids, question asking, use of audience response and organizing the materials effectively.

Several strategies will be used to improve classroom/teaching. They include the use of audience response systems, team-based learning, case methods, and demonstrations.

Clinical teaching methods for the inpatient setting

Learners are expected to have an inpatient experience by the end of the course.  It is, therefore, important to set the right tone and climate for the earners to be able to participate in ward rounds.  The instructor will set the necessary learning goals and objectives at the beginning of each week. The students will also be required to set their individual learning objective in the course of the week.  Clinical setting teaching will be used to teach the learners on the current strategies and interventions used to prevent falls. The students will get a chance to practice their theoretical knowledge in a clinical setting. Bedside rounds will provide the students opportunities to comprehend their theoretical knowledge.   It will also help students learn how to make their time, which is crucial in inpatient settings. 

The instructor will play an important role n promoting learning among students. He or she will organize clinical activities in such as a way that learners will be motivated to participate actively.

Case presentation will be used to instil practical experience to students. The instructor in collaboration with practicing nurses will identify cases to be used by students in their learning.  The cases will be selected based on the complexity, uniqueness and interest.


Bligh DA.  (2000). What is lectures? San Francisco: Jossey-Bass.

Team Based Learning.org. (2005): University of Oklahoma .retrieved from www.teambasedlearning.org. On 12/7/2013

Uhari M, Renko M, Soini H. (2003) Experiences of using an interactive audience response system in Teaching. BMC Med Educ. Vol. 3, Issue 1: Pg 12.

Bates, A.W, & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: John Wiley and Sons.

Billings, D.M., & Halstead, J.A. (2009). Teaching in Nursing: A Guide for Faculty (3rd ed) Philadelphia, PA: W.B. Saunders.

Characteristics of the RN BSN Class of 2011. Retrieved from http://www.iuk.edu/ on 12/7/2013.

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