000			03730nab a22003377a 4500
999			_c8224 _d8224
005			20250625151640.0
008			230608s2022 ||||| |||| 00| 0 eng d
040			_aAFVC
100			_aSimmons, Johanna _912030
245			_aTesting an educational intervention to improve health care providers’ preparedness to care for victims of elder abuse : _b a mixed method pilot study _cJohanna Simmons, Atbin Motamedi, Mikael Ludvigsson & Katarina Swahnberg
260			_bBMC, _c2022
500			_aBMC Medical Education, 2022, 22: 597
520			_aBackground Elder abuse is prevalent and associated with ill-health. However, health care providers often lack education about elder abuse and older patients’ victimization often remains unknown to them. In this pilot study we performed initial testing of an educational model aiming at improving health care providers’ preparedness to care for older adults subjected to abuse, or more specifically their self-reported propensity to ask older patients questions about abuse and perceived ability to manage the response. Methods The educational model consisted of a full training day about elder abuse, including theory, group discussions and forum theatre. Forum theatre is an interactive form of drama in which participants are not only observers, but rather spect-actors, urged to participate in the scene. They are thereby given the opportunity to discuss and practise difficult health care encounters. Medical interns (intervention group n = 16, control group n = 14) in Sweden participated in the study and a mixed method convergent parallel design was used. Quantitative data was collected at baseline and 6 months post-intervention using a questionnaire (the REAGERA-P). Qualitative interviews were conducted with four of the participants in the intervention group and data was analysed using qualitative content analysis. Results The reported frequency of asking older patients questions about abuse increased in the intervention group (p = 0.047), but not the control group (p = 0.38) post-intervention. Potential mediators for the improvement were an increased awareness of elder abuse and higher self-efficacy for asking questions about elder abuse. Participants also reported a higher perceived ability to manage cases of elder abuse, even though uncertainties concerning how to provide the best possible care remained. The qualitative interviews indicated that learning from each other in group discussions and forum theatre likely was an important contributor to the positive results. Conclusion This pilot test indicated that the educational model may be effective in improving health care providers’ preparedness to care for older adults subjected to abuse. However, uncertainties about how to handle elder abuse cases remained post-intervention. In a future full-scale test of the model more focus needs to be put on how to manage cases of elder abuse. (Authors' abstract). Record #8224
650			_aELDER ABUSE _9220
650		4	_aHEALTH SERVICES _9290
650		4	_aINTIMATE PARTNER VIOLENCE _9431
650		4	_aMEDICAL PROFESSION _9370
650			_aOLDER WOMEN _96157
650			_aSCREENING _93081
650			_aTRAINING _9609
650			_aWORKFORCE DEVELOPMENT _94320
651			_aINTERNATIONAL _93624
651			_aSWEDEN _92700
700			_aMotamedi, Atbin _912031
700			_aLudvigsson, Mikael _912032
700			_aSwahnberg, Katarina _912033
773	0		_tBMC Medical Education, 2022, 22: 597
830			_aBMC Medical Education _912034
856			_uhttps://doi.org/10.1186/s12909-022-03653-8 _yDOI: 10.1186/s12909-022-03653-8 (Open access)
942			_2ddc _cARTICLE _hnews120