Judith Donoghue, Jenny Graham, Suzanne Mitten‐Lewis, Moira Murphy and Julie Gibbs
Falls are the most frequently reported adverse event in hospitalised patients and carry a risk of great harm for the frail elderly. This intervention aimed to prevent high‐risk…
Abstract
Purpose
Falls are the most frequently reported adverse event in hospitalised patients and carry a risk of great harm for the frail elderly. This intervention aimed to prevent high‐risk in‐patients on an acute aged care ward from falling.
Design/methodology/approach
Patients assessed at high falls risk were accommodated in a room staffed by volunteer companion‐observers. The volunteers engaged them in conversation, played cards, opened meals and used the call bell to summon nurses if patients attempted to move from the bed or chair without assistance. Because of occupational health and safety considerations, the volunteers did not assist patients to ambulate.
Findings
The falls rate in the acute aged care ward decreased by 44 percent (p<0.000). No patients fell in the observation room when volunteers were present. Relatives of participating in‐patients expressed appreciation of the volunteer role, in terms of increased safety and also companionship. Volunteers exercised initiative in determining their pattern of work and developing resources to support their role.
Research limitations/implications
Because volunteers are not present around the clock, other strategies are needed to prevent wandering, frequently confused older in‐patients from falling during the night.
Practical implications
In a context where frail elderly patients need constant supervision, using volunteers is a reasonable strategy.
Originality/value
This intervention used an inexpensive, human resources‐based approach to significantly reduce the incidence of falls in the population at highest risk of falling. The additional benefits to patients in terms of cognitive improvement bear further investigation.
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Judith Donoghue, Jenny Graham, Julie Gibbs, Suzanne Mitten‐Lewis and Nicole Blay
Falls are a significant burden on the Australian health care budget and can result in loss of personal independence, injury or death. A sustained high rate of inpatient falls in a…
Abstract
Falls are a significant burden on the Australian health care budget and can result in loss of personal independence, injury or death. A sustained high rate of inpatient falls in a 550‐bed acute care hospital has made it imperative for nurses to identify patients at highest risk, in order to implement preventive interventions. This study examined the prevalence of “intrinsic high risk” characteristics identified by the literature in people who fell during hospitalisation, to confirm the validity of these predictors in detecting risk. Over ten weeks 91 inpatients fell (total 118 falls) and were assessed for intrinsic risk factors. Most prevalent was impaired ambulatory status resulting in balance instability. Other high prevalence factors included cognitive impairment and age > 75. Commonly cited factors, such as urinary or faecal incontinence, medications and history of prior falls, were found less frequently. No significant differences in risk factors by gender were identified.
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George Cheney, Matt Noyes, Emi Do, Marcelo Vieta, Joseba Azkarraga and Charlie Michel
The concept of integrating curriculum is being advocated in many institutions of higher education to solve problems that present-day curriculum development is facing. Several…
Abstract
The concept of integrating curriculum is being advocated in many institutions of higher education to solve problems that present-day curriculum development is facing. Several models of integrating curriculum can be found in the world of academia. However, there is little consensus among academics as to how we can define the concept and what would be the correct approach to implement integrative curricula. The concept ranges from traditional lecturer-driven discipline-based content to object-driven interest-based student exploration of the pedagogy. In the global context, curriculum needs to be sustainable in nature that would replace the rote method of learning and enhance the problem-solving and critical thinking skills of the students. There is a need to differentiate between reliable and relevant information and suggest alternative facts to create innovative thinkers in a world that offers open access to knowledge. Education in the present century is profoundly impacted by technology and globalization and students need all the skills to navigate through a challenging and ever-changing environment. Yet, concerns remain as to how to implement teaching–learning methods that address the multidimensional needs of the students and at the same time maintain a quality standard. Educators are now determined to impart knowledge that is exploratory, relevant, integrative and meaningful, and are anchoring content across disciplines. The approach is more focused on integrating students’ experiences across teaching and learning activities of academic programs, construction of knowledge, and a range of competencies and capabilities in a meaningful and student-centered manner. This book volume will speak about interventions and case studies that are transforming learning from simple classroom learning to learning that can impact the sustainable development of society with a human dimension and creating a caring culture.
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Graham J. Hooley, James E. Lynch and Jenny Shepherd
This paper attempts to develop a typology of current approaches tomarketing in UK industry. It reports the results of a national postalsurvey of over 1,000 UK chief marketing…
Abstract
This paper attempts to develop a typology of current approaches to marketing in UK industry. It reports the results of a national postal survey of over 1,000 UK chief marketing executives. Cluster analysis was used on the survey data to isolate four distinct marketing approaches which are current in UK industry. These are described as “marketing philosophers”, “sales supporters,” “departmental marketers” and “unsures”. Three of these orientations suggest a natural progression from sales support through departmental marketing to the adoption of marketing as a guiding philosophy for the whole organisation. While it is recognised that this kind of cross‐sectional analysis cannot be used to conclude that all business moves through these stages towards marketing orientation, the paper presents attitudinal, organisational and executional evidence to suggest that this is a viable hypothesis.
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Rebecca Huxley-Binns, Jenny Lawrence and Graham Scott
Universities must build curricula that prepare students for the fourth industrial revolution (4IR). However, given the pace of change, we cannot be certain of the attributes…
Abstract
Universities must build curricula that prepare students for the fourth industrial revolution (4IR). However, given the pace of change, we cannot be certain of the attributes necessary to navigate the fourth industrial age (4IA). This chapter argues we can prepare graduates for this unknowable future through integrative, competence-based curricula, outlines how we conceptualize, design, teach and assess competence-based HE, and invest in those involved in teaching and learning at the University of Hull, UK.
To be competent is to have the necessary experience, knowledge and self-awareness to do something successfully. Competencies are “taught in practice and assessed in application” (Lawrence et al., 2020). Students learn by applying disciplinary knowledge to professional practice, where possible attending to live briefs or authentic teaching and assessment relevant to study, work and life. This has the potential to benefit the local region and students as they build educational, cultural and social capital.
To sustain the currency of competence-based HE, we work with the learning community (student sponsors, prospective, and current students, employers, and providers of voluntary and other services) in designing our programs of study. We facilitate mutual learning to design and deliver integrative curricula that are meaningful and relevant to all.