| Literature DB >> 15780139 |
Gar Zijlstra1, J C M van Haastregt, J Th M van Eijk, G I J M Kempen.
Abstract
BACKGROUND: Fear of falling and associated activity restriction is common in older persons living in the community. Adverse consequences of fear of falling and associated activity restriction, like functional decline and falls, may have a major impact on physical, mental and social functioning of these persons. This paper presents the design of a trial evaluating a cognitive behavioural group intervention to reduce fear of falling and associated activity restriction in older persons living in the community. METHODS/Entities:
Mesh:
Year: 2005 PMID: 15780139 PMCID: PMC1084249 DOI: 10.1186/1471-2458-5-26
Source DB: PubMed Journal: BMC Public Health ISSN: 1471-2458 Impact factor: 3.295
Figure 1Study design
Main contents of the Dutch version of AMB (AMB-NL)
| Session contents of AMB-NL |
| Session 1: Introduction to the Program |
| Starting a group intervention (e.g. getting acquainted) |
| Background information on fear of falling (e.g. incidence, impact) |
| Beliefs and disbeliefs about fear of falling |
| Shifting from negative to positive thinking patterns |
| Finding personal solutions to deal with fear of falling |
| Session 2: Exploring Thoughts and Concerns about Falling |
| Attitudes related to fear of falling and challenging them |
| Adaptive responses to counter misconceptions about falls |
| Unhelpful thoughts and their effects regarding to feelings and behaviour |
| Shifting from self-defeating to self-motivating thoughts |
| Session 3: Exercise and Fall Prevention |
| Misconceptions regarding physical exercise for elderly people |
| Potential consequences of inactivity and benefits of physical activity |
| Staying or becoming physically active to prevent falls |
| Recognising and overcoming barriers to stay or become physically active |
| Appropriate physical exercises for elderly people and fall prevention |
| Practicing simple physical exercises |
| Session 4: Assertiveness and Fall Prevention |
| Association between assertiveness and fall prevention |
| Potential benefits of being assertive |
| Reducing fall risk by being assertive in a proper fashion |
| Addressing physical risk factors for falls |
| The influence of physical exercise on physical characteristics (e.g. blood pressure) |
| Practicing physical exercises |
| Session 5: Managing Concerns about Falling |
| Developing and implementing a personal physical exercise program |
| Shifting from self-defeating to self-motivating thoughts regarding physical activity and fall risk |
| Practicing physical exercises |
| Midcourse evaluation to review all main topics |
| Session 6: Recognising Fall-ty Habits |
| Identifying and managing risk-taking behaviour in daily life |
| Prioritising fall risk behaviours |
| Searching for suitable, personal solutions to change risk-taking behaviour into safe actions |
| Planning behaviour change strategies |
| Setting goals for activities one would like to carry out |
| Shifting from negative thoughts associated with planned activities to positive responses |
| Practicing physical exercises |
| Discussing falls and seeking help after a fall |
| Session 7: Recognising Fall Hazards in the Home and Community |
| Potential fall hazards in homes and community |
| Recognising and eliminating environmental hazards by finding simple solutions |
| Discussing displayed assistive devices which improve safety |
| Practicing physical exercises |
| Session 8: Practicing No Fall-ty Habits |
| Practicing assertiveness skills for locating and utilising resources to prevent falls |
| Understanding that risk-taking behaviour can be eliminated |
| Practicing physical exercises |
| Booster session |
| Discussing personal experiences with falls and fear of falling |
| Shifting from self-defeating to self-motivating thoughts |
| Exercise and fall prevention |
| Potential fall hazards in homes and community |
| Change risk-taking behaviour into safe actions |
| Practicing physical exercises |
Primary and secondary outcome measures of the effect evaluation
| Variables | No. of items | Range* | S | B | FU1 | FU2 | FU3 | |||||
| fear of falling | 1 | SQ | Q | Q | Q | Q | ||||||
| fall-related self-efficacy (FES) [7] | 10 | - | TI | TI | TI | TI | ||||||
| outdoor items fall-related self-efficacy [19] | 4 | - | TI | TI | TI | TI | ||||||
| perceived control over falling (PCOF) [20] | 4 | - | Q | Q | Q | Q | ||||||
| avoidance of activity due to fear of falling | 1 | SQ | Q | Q | Q | Q | ||||||
| daily activity (FAI) [21, 22] | 15 | 15 to | - | Q | Q | Q | Q | |||||
| perceived general health (MOS SF-20 item one) [23, 24] | 1 | SQ | Q | Q | Q | Q | ||||||
| self-rated life satisfaction [25] | 1 | 1 to | - | Q | Q | Q | Q | |||||
| activities of daily life (ADL subscale of the GARS) [26] | 11 | - | TI | TI | TI | TI | ||||||
| feelings of anxiety (HADS) [27, 28] | 7 | - | Q | Q | Q | Q | ||||||
| symptoms of depression (HADS) [27, 28] | 7 | - | Q | Q | Q | Q | ||||||
| social support interactions (SLL12-I) [29] | 12 | 12 to | - | Q | Q | Q | Q | |||||
| feelings of loneliness | 1 | 1 to | - | Q | Q | Q | Q | |||||
| number of falls in the previous 6 months | 1 | SQ | - | - | Q | Q | ||||||
| number of falls in the previous 2 months | 1 | - | Q | Q | - | - | ||||||
| number of indoor falls | 1 | N/A | - | C> | C> | C> | C> | |||||
| number of outdoor falls | 1 | N/A | - | C> | C> | C> | C> | |||||
| number of times medical attention required due to falls | 1 | N/A | - | C> | C> | C> | C> | |||||
| perceived consequences of falling (CoF) [30] | 12 | - | TI | TI | TI | TI | ||||||
| perceived risk of falling (RoF) [30] | 3 | - | TI | TI | TI | TI |
* The underlined scores indicate the most favourable scores.
S = screening; B = baseline; FU1 = direct follow-up; FU2 = 6-month follow-up; FU3 = 12-month follow-up
SQ = screening questionnaire; Q = questionnaire; TI = telephone interview; C> = calendar (continuous registration)
N/A = not applicable
Additional measures during the trial
| Description of the variables | No. of items | Range* | B | FU1 | FU2 | FU3 | ||||
| chronic medical conditions [31] | 19 | TI | - | - | - | |||||
| cognitive status (TICS) [32] | 25 | 0 to | TI | - | - | - | ||||
| impaired vision and hearing [33] | 4 | TI | - | - | - | |||||
| use of health care | 6 | N/A | TI | TI | TI | TI | ||||
| use of assistive devices | 14 | N/A | TI | TI | TI | TI | ||||
| general self-efficacy (GSE) [34, 35] | 16 | 16 to | Q | Q | Q | Q | ||||
| physical self-efficacy (PSE) [36] | 10 | 10 to | Q | Q | Q | Q | ||||
| social self-efficacy (SSE) [34] | 6 | 6 to | Q | Q | Q | Q | ||||
| mastery [37] | 7 | 7 to | Q | Q | Q | Q |
* The underlined scores indicate the most favourable scores.
B = baseline; FU1 = direct follow-up; FU2 = 6-month follow-up; FU3 = 12-month follow-up
Q = questionnaire; TI = telephone interview
N/A = not applicable
Outcome measures of the process evaluation
| Variables | BDI | FU1 | FU2 | FU3 |
| duration of the sessions | Rf | - | - | - |
| deviations from protocol | Rf | - | - | - |
| reasons for refusal before the start of the intervention | TIp | - | - | - |
| number of sessions visited by each subject | Rf | - | Rf | - |
| reasons for stopping during the intervention period | TIp | - | TIp | - |
| adherence to homework assignments | - | Qp/Qf | - | - |
| adherence to physical exercise | - | Qp/Qf | Qp | Qp |
| overall judgement about the intervention | - | Qp/Qf | - | - |
| judgement about the facilitators | - | Qp/Qf | - | - |
| benefit experienced by participants | - | Qp/Qf | Qp | Qp |
| strong and weak aspects of the intervention | - | Qp/Qf | - | - |
| recommendations for improvement | - | Qp/Qf | Qf | - |
BDI = before or during intervention; FU1 = direct follow-up; FU2 = 6-month follow-up; FU3 = 12-month follow-up
R = registration form filled in after each session; Q = questionnaire; TI = telephone interview
Data collected from: f = facilitator; p = participant