Randomized controlled trial comparing tailoring methods of multimedia-based fall prevention education for community-dwelling older adults.

OBJECTIVE We attempted to determine whether multimedia fall prevention education using different instructional strategies increases older adults' knowledge of fall threats and their fall prevention behaviors. METHOD Fifty-three community-dwelling older adults were randomized to iwo educational groups or a control group. Multimedia-based educational interventions to increase fall threats knowledge and encourage fall prevention behaviors had two tailoring strategies: (1) improve content realism for individual learners (authenticity group) and (2) highlight program goals and benefits while using participants' content selections (motivation group). Knowledge was measured at baseline and 1-mo follow-up. Participants recorded prevention behaviors for 1 mo. RESULTS Intervention group participants showed greater knowledge gains and posttest knowledge than did control group participants. The motivation group engaged in more prevention behaviors over 1 mo than did the other groups. CONCLUSION Tailoring fall prevention education by addressing authenticity and motivation successfully improved fall threats knowledge. Combining motivational strategies with multimedia education increased the effectiveness of the intervention in encouraging fall prevention behaviors.

[1]  D. Brillinger,et al.  Handbook of methods of applied statistics , 1967 .

[2]  Jan Herrington,et al.  An instructional design framework for authentic learning environments , 2000 .

[3]  V. Panzer,et al.  Effect of Gender on Communication of Health Information to Older Adults , 2006, Journal of the American Geriatrics Society.

[4]  Lindy Clemson,et al.  The Effectiveness of a Community‐Based Program for Reducing the Incidence of Falls in the Elderly: A Randomized Trial , 2004, Journal of the American Geriatrics Society.

[5]  C. Becker,et al.  Development of a Common Outcome Data Set for Fall Injury Prevention Trials: The Prevention of Falls Network Europe Consensus , 2005, Journal of the American Geriatrics Society.

[6]  Timothy T. Baldwin,et al.  THE PERILS OF PARTICIPATION: EFFECTS OF CHOICE OF TRAINING ON TRAINEE MOTIVATION AND LEARNING , 1991 .

[7]  M. A. Wolf.  Older Adults: Learning in the Third Age. Information Series No. 358. , 1994 .

[8]  T. Hoffmann,et al.  A Randomized Trial Comparing Digital Video Disc with Written Delivery of Falls Prevention Education for Older Patients in Hospital , 2009, Journal of the American Geriatrics Society.

[9]  Laura R. Olevitch,et al.  Tailoring Health Messages: Customizing Communication With Computer Technology , 1999 .

[10]  Henk G. Schmidt,et al.  Motivation to commit oneself as a determinant of achievement in problem-based learning , 2000 .

[11]  P. Roberson,et al.  Tailored Biobehavioral Interventions: A Literature Review and Synthesis , 2007, Research and Theory for Nursing Practice.

[12]  Sandra Hobson,et al.  Prevention of Falls Among the Community-Dwelling Elderly: , 1995 .

[13]  Stefano Freguia.  Trichlorethylene Anaesthesia , 1953 .

[14]  W. Berg,et al.  Circumstances and consequences of falls in independent community-dwelling older adults. , 1997, Age and ageing.

[15]  A. M. Nenci,et al.  Ecological Psychology , 2022 .

[16]  J. W. Ryan,et al.  Implementing strategies to decrease risk of falls in older women. , 1996, Journal of gerontological nursing.

[17]  M. Kreuter,et al.  Community health promotion ideas that work : a field-book for practitioners , 1998 .

[18]  A. Jette,et al.  Falls Self-Efficacy and Occupational Adaptation Among Elders , 1999 .

[19]  A. Jette,et al.  A randomized, controlled trial of a group intervention to reduce fear of falling and associated activity restriction in older adults. , 1998, The journals of gerontology. Series B, Psychological sciences and social sciences.

[20]  J. Bond,et al.  Patients with recurrent falls attending Accident & Emergency benefit from multifactorial intervention--a randomised controlled trial. , 2005, Age and ageing.

[21]  L. Yardley,et al.  Older people's views of advice about falls prevention: a qualitative study. , 2005, Health education research.

[22]  Marianne Schroll,et al.  [Prevention of falls among the elderly]. , 2002, Ugeskrift for laeger.

[23]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[24]  Hilary McLellan,et al.  Interactions of student partners in a high school astronomy computer lab , 1994 .

[25]  Michael F. Young,et al.  An Ecological Psychology of Instructional Design: Learning and Thinking by Perceiving–Acting Systems , 2013 .

[26]  F. Bull,et al.  Effects of tailored, personalized and general health messages on physical activity. , 1999, Patient education and counseling.

[27]  Toshimasa Yoshioka,et al.  Format of cases affects learning outcomes in first year medical students. , 2003, Education for health.

[28]  J. Keller.  The Arcs Model of Motivational Design , 2010 .

[29]  P A Lachenbruch,et al.  Attempts to prevent falls and injury: a prospective community study. , 1992, The Gerontologist.

[30]  Charles B. Hodges.  Designing to Motivate: Motivational Techniques to Incorporate in E-Learning Experiences , 2004 .

[31]  Yehudit Judy Dori,et al.  Teaching biotechnology through case studies - can we improve higher order thinking skills of nonscience majors? , 2003 .

[32]  C. A. Jones,et al.  The Falls Risk Awareness Questionnaire: development and validation for use with older adults. , 2006, Journal of gerontological nursing.

[33]  Sarah E Lamb,et al.  Interventions for preventing falls in older people living in the community. , 2012, The Cochrane database of systematic reviews.

[34]  V. Strecher,et al.  The effects of computer-tailored smoking cessation messages in family practice settings. , 1994, The Journal of family practice.

[35]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[36]  Timothy J. Newby,et al.  Classroom motivation: Strategies of first-year teachers. , 1991 .

[37]  K. Ness,et al.  Screening, education, and associated behavioral responses to reduce risk for falls among people over age 65 years attending a community health fair. , 2003, Physical therapy.

[38]  Kennon M. Sheldon,et al.  PERSONALITY PROCESSES AND INDIVIDUAL DIFFERENCES Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts , 2004 .

[39]  Gary M. Shulman,et al.  “What's in it for me?”: Increasing content relevance to enhance students' motivation , 1995 .

[40]  L. McGuire,et al.  Remembering what the doctor said: organization and adults' memory for medical information. , 1996, Experimental aging research.

[41]  James Daniel Lehman,et al.  Learning Foreign Language through an Interactive Multimedia Program: An Experimental Study on the Effects of the Relevance Component of the ARCS Model , 2013 .

[42]  J. Keller.  Development and use of the ARCS model of instructional design , 1987 .

[43]  D. Jonassen,et al.  Enhancing relevance: Embedded ARCS strategies vs. Purpose , 1997 .

[44]  Richard E. Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.

[45]  J. Keller.  Strategies for stimulating the motivation to learn , 1987 .

[46]  Nancye Peel,et al.  A sustainable programme to prevent falls and near falls in community dwelling older people: results of a randomised trial , 2000, Journal of epidemiology and community health.