Sanjeev Sockalingam1, Sandra-Li James, Rebecca Sinyi, Aideen Carroll, Jennifer Laidlaw, Richard Yanofsky, Kathleen Sheehan. 1. Dr. Sockalingam: Centre for Mental Health, University Health Network, Toronto, ON, Canada and Department of Psychiatry, University of Toronto, Toronto, ON, Canada. Ms. James: University Health Network, Toronto, ON, Canada. Ms. Sinyi: University Health Network, Toronto, ON, Canada. Ms. Carroll: University Health Network, Toronto, ON, Canada. Dr. Laidlaw: Surrey Memorial Hospital, Surrey, BC, Canada. Dr. Yanofsky: Centre for Mental Health, University Health Network, Toronto, ON, Canada and Department of Psychiatry, University of Toronto, Toronto, ON, Canada. Dr. Sheehan: Centre for Mental Health, University Health Network, Toronto, ON, Canada and Department of Psychiatry, University of Toronto, Toronto, ON, Canada.
Abstract
INTRODUCTION: Given the prevalence and morbidity associated with delirium, there is a need for effective and efficient institutional approaches to delirium training in health care settings. Novel education methods, specifically the "flipped classroom" (FC) and "train-the-trainer" (TTT), have the potential to address these delirium training gaps. This study evaluates the effect of a TTT FC interprofessional delirium training program on participants' perceived ability to manage delirium, delirium knowledge, and clinicians' delirium assessment behaviors. METHODS: FC Delirium TTT sessions were implemented in a large four-hospital network and consisted of presession online work and a 3-hour in-session component. The 156 TTT interprofessional participants who attended the sessions (ie, trainers) were expected to then deliver delirium training to their patient care units. Delirium care self-efficacy and knowledge test scores were measured before, after, and 6 months after the training session. Clinician delirium assessment rates were measured by chart audits before and 3 months after trainer's implementation of delirium training sessions. RESULTS: Delirium knowledge test scores (7.8 ± 1.6 versus 9.7 ± 1.2, P < .001) and delirium care self-efficacy were significantly higher immediately after the TTT session compared with those of presession and these differences remained significant at 6-month after the TTT session. Trainer sessions significantly improved clinician delirium assessment rates from 53% for pretraining to 66% for posttraining. DISCUSSION: Our data suggest that a TTT FC delirium training approach can improve participants' perceived delirium care skills and confidence, and delirium knowledge up to 6 months after the session. This approach provides a model for implementing hospitalwide delirium education that can change delirium assessment behavior while minimizing time and personnel requirements.
INTRODUCTION: Given the prevalence and morbidity associated with delirium, there is a need for effective and efficient institutional approaches to delirium training in health care settings. Novel education methods, specifically the "flipped classroom" (FC) and "train-the-trainer" (TTT), have the potential to address these delirium training gaps. This study evaluates the effect of a TTT FC interprofessional delirium training program on participants' perceived ability to manage delirium, delirium knowledge, and clinicians' delirium assessment behaviors. METHODS:FC Delirium TTT sessions were implemented in a large four-hospital network and consisted of presession online work and a 3-hour in-session component. The 156 TTT interprofessional participants who attended the sessions (ie, trainers) were expected to then deliver delirium training to their patient care units. Delirium care self-efficacy and knowledge test scores were measured before, after, and 6 months after the training session. Clinician delirium assessment rates were measured by chart audits before and 3 months after trainer's implementation of delirium training sessions. RESULTS:Delirium knowledge test scores (7.8 ± 1.6 versus 9.7 ± 1.2, P < .001) and delirium care self-efficacy were significantly higher immediately after the TTT session compared with those of presession and these differences remained significant at 6-month after the TTT session. Trainer sessions significantly improved clinician delirium assessment rates from 53% for pretraining to 66% for posttraining. DISCUSSION: Our data suggest that a TTT FC delirium training approach can improve participants' perceived delirium care skills and confidence, and delirium knowledge up to 6 months after the session. This approach provides a model for implementing hospitalwide delirium education that can change delirium assessment behavior while minimizing time and personnel requirements.
Authors: Song Yuin Lee; James Fisher; Anne P F Wand; Koen Milisen; Elke Detroyer; Sanjeev Sockalingam; Meera Agar; Annmarie Hosie; Andrew Teodorczuk Journal: Eur Geriatr Med Date: 2020-01-14 Impact factor: 1.710
Authors: Melvyn Zhang; Kathleen Bingham; Karin Kantarovich; Jennifer Laidlaw; David Urbach; Sanjeev Sockalingam; Roger Ho Journal: BMC Med Inform Decis Mak Date: 2016-04-30 Impact factor: 2.796