NURS-FPX6030 Assessment 2 Problem Statement (PICOT)

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NURS-FPX6030 Assessment 2 Problem Statement (PICOT) – Step-by-Step Guide

The first step before starting to write the NURS-FPX6030 Assessment 2 Problem Statement (PICOT), it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6030 Assessment 2 Problem Statement (PICOT)

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6030 Assessment 2 Problem Statement (PICOT)

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX6030 Assessment 2 Problem Statement (PICOT)

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6030 Assessment 2 Problem Statement (PICOT)

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX6030 Assessment 2 Problem Statement (PICOT)

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6030 Assessment 2 Problem Statement (PICOT)

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6030 Assessment 2 Problem Statement (PICOT) Instructions

  • Develop a 5-9 page problem statement that presents information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. 

You will also be required to submit your completed practicum hours using CORE ELMS. You must submit a minimum of 20 confirmed hours with each assessment deliverable to receive a grade for the entire assessment. Have a look at NURS-FPX6030 Assessment 3 Intervention Plan Design.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

For the first section of your final capstone project you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course.

First you will brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.

Preparations

  • Read Guiding Questions: Problem Statement (PICOT) [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
  • As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
  • As you reflect on your work in the field, what population do you feel has the greatest need? Why? Is the need across the population, or within a specific setting?
  • What interventions already exist for the selected population? Are they effective? Why or why not?
  • How will site support from your practicum and your preceptor support your goals and objectives?

Instructions

Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.

Your problem statement will focus on presenting information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also present a brief literature review that supports the need you identified in your problem statement and the appropriateness of your broad intervention approach. Provide enough detail so that the faculty member assessing your problem statement will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.

At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Problem Statement (PICOT) document (linked above) to better understand how each criterion will be assessed.

Reminder: these instructions are an outline. Your heading for this this section should be titled Problem Statement and not Part 1: Problem Statement.

Your Problem Statement (PICOT) should be structured as follows:

PART 1: PROBLEM STATEMENT (2–3 PAGES)

Need Statement (1 paragraph).

  • Analyze a health promotion, quality improvement, prevention, education or management need.

Population and Setting (1–2 paragraphs).

  • Describe a target population and setting in which an identified need will be addressed.

Intervention Overview (1–2 paragraphs).

  • Explain an overview of one or more interventions that would help address an identified need within a target population and setting.

Comparison of Approaches (1–2 paragraphs).

  • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.

Initial Outcome Draft (1 paragraph).

  • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.

Time Estimate (1 paragraph).

  • Propose a rough time frame for the development and implementation of an intervention to address and identified need.

PART 2: LITERATURE REVIEW (10–15 RESOURCES, 3–6 PAGES)

  • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
  • Evaluate and synthesize resource from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.

ADDRESS GENERALLY THROUGHOUT

  • Communicate problem statement and literature review in way that helps the audience understand the importance and validity of a proposed project.

Practicum Hours Submission

You have been tracking your completed practicum hours each week using the CORE ELMS. By placing the hours into CORE ELMS, you will ensure you are accumulating all hours that are needed to meet the requirements for your specialization and degree. 

Submit your CORE ELMS practicum hours tracking log showing a minimum of 20 confirmed hours per assessment. Reminder: Only confirmed hours will be considered for grading.

You will not receive a grade for this assessment without a practicum hours log showing a minimum of 20 confirmed hours for the time period of this assessment. Your faculty will review your hours to date and will contact you if he or she has any questions or concerns.

Additional Requirements

  • Length of submission: 5–9 double-spaced pages.
  • Number of resources: 10–15 resources. (Your final project summation will require 12–18 unique sources across all sections.)
  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.
  • Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
  • Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.
  • Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
  • Analyze a health promotion, quality improvement, prevention, education, or management need.
  • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
  • Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
  • Describe a quality improvement method that could impact a patient, population, or systems outcome.
  • Competency 4: Design patient- and population-centered care to improve health outcomes.
  • Propose a rough time frame for the development and implementation of an intervention to address an identified need.
  • Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.
  • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
  • Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.
  • Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need.
  • Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.
  • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.

Note: You will also be assessed on two additional criteria unaligned to a course competency:

  • Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
  • Demonstrate completion of hours toward the practicum experience.

See the scoring guide for specific grading criteria related to these additional requirements.

NURS-FPX6030 Assessment 2 Problem Statement (PICOT) Example

Problem Statement (PICOT)

  Healthcare institutions/organizations face various issues that affect the quality of care, patient outcomes, and overall organizational performance. Therefore, the organization needs to be assessed to identify these issues and develop interventions or solutions to address them. However, sometimes there are interventions that are already in place to address the problem, but they fail to address the issue adequately. Therefore, it is essential to identify and propose other interventions as solutions to the problem. The focus of this assessment is patient falls at RML Specialty Hospital, a long-term care center. The proposed project aims to introduce an educational program to nurses and patients to prevent patient falls and fall-related injuries in the institution. This assessment will construct a problem statement and review the literature to support the problem and the need to address the problem.   

Problem Statement

Need Statement

Patient falls, especially among older hospitalized patients, are a significant patient safety and quality improvement issue that is common in healthcare settings, as they are often used as a measure of nursing care quality. Patient falls are defined as the unintended descent to the floor, which can result in minor or major injuries to the patient. According to Vaishya and Vaish (2020), falls among elderly hospitalized patients are a major issue since they are mainly associated with an increased hospital stay, loss of independence for the elderly patient, reduced quality of life, and chronic pain.  There is a need to prevent falls among the elderly hospitalized patient population in the institution, thereby reducing falls-related injuries and other patient issues associated with falls. The proposed project addresses the problem of patient falls among elderly patients at the RML Specialty Hospital-Acute Center. Addressing the need to prevent patient falls in this setting is vital, as it will lead to improved nursing care quality and better patient outcomes/quality of life.

Population and Setting

The target population in the proposed project is the elderly hospitalized patient population. Research shows that elderly hospitalized patients across different departments and units are the population most affected by patient falls (Pitchai et al., 2019). Additionally, geriatric patients lead to minor and major injuries, such as fractures, lacerations and internal bleeding. These injuries are associated with increased utilization of healthcare services, higher healthcare costs, and poorer patient/overall organizational outcomes. Therefore, it is vital to address the need to prevent patient falls among the elderly patient population.

The target healthcare setting is an RML specialty hospital long-term acute care center. Long-term care settings are known to report high numbers of patient fall cases (Shaw et al., 2019). Similarly, the target setting has reported an increase in patient falls, especially among elderly patients, despite measures put in place to prevent falls among this population. Addressing patient fall prevention needs in this setting will help improve overall organizational outcomes, nursing care quality, and the quality of life for senior patients. The analysis of the need, patient population and setting is based on the assumption. 

Intervention Overview

Various evidence-based interventions can be applied to address the identified need. One of the quality improvement interventions to achieve improved outcomes within the target population and setting is an educational program aimed at educating nurses and patients on how to prevent patient falls effectively. According to Heng et al. (2020), one effective way to prevent and mitigate patient falls among geriatric patients is through patient education aimed at creating awareness and increasing knowledge about fall prevention. The intervention is appropriate for addressing the target population’s needs and setting, since some patients fall due to inappropriate prevention knowledge. Additionally, nurses require staff development and education to inform them of the new evidence-based and best-practice interventions to prevent patient falls. A disadvantage of educational programs is that they may not benefit patients with neurological conditions that limit their ability to learn. Moreover, educating nurses and patients takes a lot of time.     

Comparison of Approaches

 Other interventions/approaches can produce the desired outcomes in the target population and setting. One of them is using the patient falls risk assessment tools. Different fall-risk assessment tools are available to assist healthcare providers in assessing patients’ fall risk and planning for the prevention and management of falls (LeLaurin & Shorr, 2019). Patient falls risk assessment tools encourage Interprofessional care approaches compared to educational programs since the risk assessment results are used by all the care providers in the team to prevent patient falls. Additionally, the intervention aligns with the target setting and population compared to patient education, as most geriatric patients have limited educational capacity, making a risk assessment more effective in preventing patient falls.

Initial Outcome Draft

The expected outcome of implementing the intervention in the proposed project is to reduce the number of reported patient fall cases in the institution. Reducing the number of patient falls reported in the institution will also improve the quality of care, patient safety, and care experience. The outcome can be evaluated by a comparison of the number of patient falls reported before and after the implementation of the proposed intervention.

Time Estimate

The development and implementation of the intervention to address patient falls in the institution are estimated to take approximately ten weeks. Potential challenges that may impact the time frame and affect the development and implementation of the intervention include inadequate collaboration from the interprofessional team and a lack of buy-in and support from the leaders and managers of the target institution.

Literature Review

According to Jia et al. (2019), patient falls among elderly adults have been a major patient safety issue. Research shows that patient falls among older adults are a significant cause of death globally since the global burden of patient falls is substantial, with the highest incidence and prevalence rates reported among older adults (Vaishya & Vaish, 2020). Falls increase the disease burden, especially among hospitalized older adults and more so adults with chronic self-reported illnesses such as diabetes, stroke, and depression. Fall patients have a lower health-related quality of life, increased mortality, and lower Quality Adjusted Life Years (QALYs). Additionally, falls are known to lead to widespread disability and have other social consequences, such as loss of independence. Therefore, falls are a major problem among the elderly adult population, with more than 10% recording multiple falls annually. They will continue to increase the health burden as the populations age if the necessary precautions are not taken to prevent them (Jia et al., 2019).

The prevalence of patient falls among older adults currently ranges from 27.1% to 34.8% (Lan et al., 2020). Falls among adults in this population are primarily associated with frailty, which increases the risk of falls in patients. The majority of patient falls occur in nursing homes and other long-term care facilities. However, even elderly adults in the community and those receiving home care services report falls. Elderly adults at home, especially those living alone, fall due to inadequate precautionary and preventive measures (Cunha et al., 2019).

Furthermore, falls among hospitalized patients in long-term care facilities and acute settings increase the healthcare burden on individuals, families, and healthcare systems due to minor and major injuries. The most common injuries sustained by elderly patients after falls include hip, wrist, humerus and pelvis fractures. As mentioned earlier, sustained injuries lead to increased hospital length of stay, chronic pain and poor health-related quality of life, among other issues. Additionally, patient falls among older adults increase medical costs since internal and external injuries must be treated. Older adult patients require screenings and surgeries following falls.

The other significant effect of patient falls among elderly hospitalized patients is the cognitive and psychological effects of these patients sustaining head/brain injuries that impact their neurological functions. More so, the psychological impact of patient falls includes increased fear of subsequent falls, anxiety, and confidence in balance (Giovannini et al., 2022).

Research evidence supports the appropriateness of addressing the patient falls prevention need within the target population and setting due to the increased risk factors related to patient falls. Elderly hospitalized patients have an increased risk of falls. According to Kiyoshi-Teo et al. (2019), risk factors related to patient falls include age-related issues such as loss of muscle mass, difficulties maintaining balance, and postural hypotension. Other risk factors are associated with falls among older patients in long-term care settings. Ha et al. (2021) note that the factors associated with inpatient and outpatient older adults include urinary incontinence, COPD, having more than three comorbidities, alcohol consumption, using psychotropic medications, and mobility impairment.

Furthermore, research shows that various preventive measures have been developed to address the issue of patient falls among hospitalized older adults. These measures are implemented in inpatient and outpatient settings, such as home care settings. The two major types of preventive measures used among older adult populations are exercise and multifactorial interventions. Other interventions, such as fall prevention and self-management education, also exist. The outcomes and applicability of these preventive measures differ due to health conditions and age issues. For instance, some patients may be unable t exercise due to frailty and other health condition limitations. Additionally, patients with neurocognitive deficiencies may not necessarily use the patient education measures due to the inability to learn (Wu et al., 2022)                

The literature reviewed above is current, including sources published within the last five years. It is also relevant since it entails studies focusing on only older hospitalized adults. It is also trustworthy and sufficient since most of the studies used are randomized controlled trials and systematic reviews published in reputable journals. However, it is worth noting that locating literature to support the need and the appropriateness of addressing the need for patient fall prevention in long-term care facilities is challenging, as patient fall cases in some care facilities are underreported. Therefore, there is limited information on the prevalence and incidence of patient falls in these population and healthcare settings, thus providing gaps in literature evidence. Therefore, patient falls among hospitalized elderly patients is a need that is heavily felt, based on the evidence presented in the literature, and thus should be addressed.                   

Literature Synthesis on the Impact of Healthcare Policy and Technology in Addressing the Need to Prevent Patient Falls in the Target Population and Setting

Health policy significantly impacts the approach selected to address the patient falls need in the target population and setting. By 2030, the number of people older than 65 is expected to surpass the number of people in other age groups, including those under five. Therefore, healthcare policies have been developed to meet the healthcare needs of aging populations with time. Better health and healthcare for adults is one of the healthcare policies (Fulmer et al., 2021) that aims to address the healthcare needs of aging populations (2019), including implementing preventive measures to reduce health risks such as patient falls (Singh et al., 2020). Healthcare institutions have institutional policies on the prevention of patient falls, which guide the approach taken to address the issue.

According to Singh et al. (2020), fall prevention management and procedures in healthcare institutions can be categorized into three categories: Pre-fall policies and procedures, post-fall policies and procedures, and communication among staff, patients, and family members. The approach selected to prevent patient falls in the target institution will therefore depend on the institutional policy on patient falls prevention and be implemented according to the clinical practice guidelines employed in the institution. Based on the pre-fall policies and procedures for patient falls, the selected approach to education for nurses and patients should include the definition of falls (Singh et al., 2020) and the creation of awareness about patient fall risks (Montero-Odasso et al., 2021). Additionally, educational programs on patient falls, especially those targeting older patients, should consider the diverse educational needs of the target patient population, including health literacy, language, and the appropriate educational level for the patient population (Fulmer et al., 2021; Singh et al., 2020).

Healthcare policies on the use of technology in the prevention of patient falls also exist. Recently, technology-based applications have been introduced in healthcare to achieve superior patient care outcomes and experiences through efficiency, access, and reliability. These applications are widely used among older hospitalized patients, especially in acute care settings and long-term care facilities (Oh-Park et al., 2021). Some technologies used to prevent patient falls in healthcare settings include wearable sensors, movement detectors, cross-fall prevention intervention systems, and modern technology-based fall interventions, among others. The government and other healthcare organizations recommend that healthcare institutions put in place healthcare technology to prevent patient falls (Oh-Park et al., 2021) and ensure that the technology is safe for the patient to use (Singh et al., 2020) and does not cause more harm to the patient while preventing falls (Montero-Odasso et al., 2021).

Furthermore, effective communication among the interprofessional team is essential to address patient fall prevention needs. The Interprofessional team that must work together to facilitate the educational program for nurses and patients includes healthcare leaders, doctors, nurses and various specialists. Effective communication will enable the team to work together to ensure the program operates effectively. For instance, the institution leaders will provide the necessary materials and funds to facilitate the educational program, while the doctors will run the program by playing the educating role.

However, the evaluation and synthesis are based on the assumption that all healthcare institutions, especially long-term care and acute settings, have developed the necessary institutional policies in accordance with recommended government policies and practice guidelines. Nevertheless, information on evaluating the application of these policies and practice guidelines in patient fall prevention is lacking, resulting in deficits in the evaluation.

Conclusion

Patient falls are significant care quality and safety issues across different health populations. Falls result in undesirable patient outcomes, increased healthcare costs, and a reduced quality of life related to health. Older adults have a high prevalence of patient falls, primarily due to the related risk factors associated with aging. Therefore, the need to address the prevention of patient falls, especially among hospitalized older adults, is vital. The literature review and synthesis show that patient falls among older adults are a significant health issue. Approaches to address the need to prevent patient falls should consider the necessary policies and practice guidelines. They can also use available healthcare technology to address the need. The proposed project will entail introducing an educational program to teach nurses and patients to maintain the necessary precautions to prevent falls. Deficiencies in the literature and missing information have also been identified in the literature review and synthesis above.      

References

Cunha, L. F. C. D., Baixinho, C. L., & Henriques, M. A. (2019). Preventing Falls in Hospitalized Elderly: Design and Validation of a Team Intervention. Journal of the School of Nursing, 53, e3479. https://doi.org/10.1590/S1980-220X2018031803479

Fulmer, T., Reuben, D. B., Auerbach, J., Fick, D. M., Galambos, C., & Johnson, K. S. (2021). Actualizing Better Health And Health Care For Older Adults: Commentary describes six vital directions to improve the care and quality of life for all older Americans. Health Affairs, 40(2), 219-225. https://doi.org/10.1377/hlthaff.2020.01470

Giovannini, S., Brau, F., Galluzzo, V., Santagada, D. A., Loreti, C., Biscotti, L., Laudisio, A., Zuccalà, G., & Bernabei, R. (2022). Falls among older adults: Screening, identification, rehabilitation, and management. Applied Sciences (Basel, Switzerland), 12(15), 7934. https://doi.org/10.3390/app12157934

Ha, V.-A. T., Nguyen, T. N., Nguyen, T. X., Nguyen, H. T. T., Nguyen, T. T. H., Nguyen, A. T., Pham, T., & Vu, H. T. T. (2021). Prevalence and factors associated with falls among older outpatients. International Journal of Environmental Research and Public Health, 18(8), 4041. https://doi.org/10.3390/ijerph18084041

Heng, H., Jazayeri, D., Shaw, L., Kiegaldie, D., Hill, A. M., & Morris, M. E. (2020). Hospital falls prevention with patient education: a scoping review. BMC geriatrics, 20(1), 140. https://doi.org/10.1186/s12877-020-01515-w

Jia, H., Lubetkin, E. I., DeMichele, K., Stark, D. S., Zack, M. M., & Thompson, W. W. (2019). Prevalence, risk factors, and burden of disease for falls and balance or walking problems among older adults in the US. Preventive Medicine, 126, 105737. https://doi.org/10.1016/j.ypmed.2019.05.025

Kiyoshi-Teo, H., Northrup-Snyder, K., Cohen, D. J., Dieckmann, N., Stoyles, S., Winters-Stone, K., & Eckstrom, E. (2019). Older hospital inpatients’ fall risk factors, perceptions, and daily activities to prevent falling. Geriatric Nursing, 40(3), 290–295. https://doi.org/10.1016/j.gerinurse.2018.11.005 

Lan, X., Li, H., Wang, Z., & Chen, Y. (2020). Frailty as a predictor of future falls in hospitalized patients: A systematic review and meta-analysis. Geriatric Nursing, 41(2), 69–74. https://doi.org/10.1016/j.gerinurse.2019.01.004

LeLaurin, J. H., & Shorr, R. I. (2019). Preventing falls in hospitalized patients: state of the science. Clinics in Geriatric Medicine, 35(2), 273–283. https://doi.org/10.1016/j.cger.2019.01.007

Montero-Odasso, M. M., Kamkar, N., Pieruccini-Faria, F., Osman, A., Sarquis-Adamson, Y., Close, J., Hogan, D. B., Hunter, S. W., Kenny, R. A., Lipsitz, L. A., Lord, S. R., Madden, K. M., Petrovic, M., Ryg, J., Speechley, M., Sultana, M., Tan, M. P., van der Velde, N., Verghese, J., Masud, T. and Task Force on Global Guidelines for Falls in Older Adults (2021). Evaluation of Clinical Practice Guidelines on Fall Prevention and Management for Older Adults: A Systematic Review. JAMA Network Open, 4(12), e2138911. https://doi.org/10.1001/jamanetworkopen.2021.38911 

Oh-Park, M., Doan, T., Dohle, C., Vermiglio-Kohn, V., & Abdou, A. (2021). Technology Utilization in Fall Prevention. American Journal of Physical Medicine & Rehabilitation, 100(1), 92–99. https://doi.org/10.1097/PHM.0000000000001554

Pitchai, P., Dedhia, H. B., Bhandari, N., Krishnan, D., D’Souza, N. R. J., & Bellara, J. M. (2019). Prevalence, risk factors, circumstances for falls and level of functional independence among the geriatric population – A descriptive study. Indian Journal of Public Health, 63(1), 21–26. https://doi.org/10.4103/ijph.IJPH_332_17

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