Cathy A Maxwell1, Russell Rothman2, Ruth Wolever3, Sandra Simmons4, Mary S Dietrich5, Richard Miller6, Mayur Patel7, Mohana B Karlekar8, Sheila Ridner9. 1. Vanderbilt University School of Nursing (VUSN), 461 21st Ave. South, Godchaux Hall 420, Nashville 37240, TN, United States. Electronic address: cathy.maxwell@vanderbilt.edu. 2. Vanderbilt University Medical Center (VUMC), Nashville, TN, United States. Electronic address: russell.rothman@vumc.org. 3. Vanderbilt University Medical Center (VUMC), Nashville, TN, United States. Electronic address: ruth.wolever@vumc.org. 4. Vanderbilt University Medical Center (VUMC), Nashville, TN, United States. Electronic address: sandra.simmons@vumc.org. 5. Vanderbilt University School of Nursing (VUSN), 461 21st Ave. South, Godchaux Hall 420, Nashville 37240, TN, United States. Electronic address: mary.dietrich@vanderbilt.edu. 6. Vanderbilt University Medical Center (VUMC), Nashville, TN, United States. Electronic address: richard.miller@vumc.org. 7. Vanderbilt University Medical Center (VUMC), Nashville, TN, United States. Electronic address: mayur.b.patel@vumc.org. 8. Vanderbilt University Medical Center (VUMC), Nashville, TN, United States. Electronic address: mohana.b.karlekar@vumc.org. 9. Vanderbilt University School of Nursing (VUSN), 461 21st Ave. South, Godchaux Hall 420, Nashville 37240, TN, United States. Electronic address: sheila.ridner@vanderbilt.edu.
Abstract
The concept of frailty as it pertains to aging, health and well-being is poorly understood by older adults and the public-at-large. We developed an aging and frailty education tool designed to improve layperson understanding of frailty and promote behavior change to prevent and/or delay frailty. We subsequently tested the education tool among adults who attended education sessions at 16 community sites. Specific aims were to: 1) determine acceptability (likeability, understandability) of content, and 2) assess the likelihood of behavior change after exposure to education tool content. Results: Over 90% of participants "liked" or "loved" the content and found it understandable. Eighty-five percent of participants indicated that the content triggered a desire to "probably" or "definitely" change behavior. The desire to change was particularly motivated by information about aging, frailty and energy production. Eight focus areas for proactive planning were rated as important or extremely important by over 90% of participants.
The concept of frailty as it pertains to aging, health and well-being is poorly understood by older adults and the public-at-large. We developed an aging and frailty education tool designed to improve layperson understanding of frailty and promote behavior change to prevent and/or delay frailty. We subsequently tested the education tool among adults who attended education sessions at 16 community sites. Specific aims were to: 1) determine acceptability (likeability, understandability) of content, and 2) assess the likelihood of behavior change after exposure to education tool content. Results: Over 90% of participants "liked" or "loved" the content and found it understandable. Eighty-five percent of participants indicated that the content triggered a desire to "probably" or "definitely" change behavior. The desire to change was particularly motivated by information about aging, frailty and energy production. Eight focus areas for proactive planning were rated as important or extremely important by over 90% of participants.
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