European Geriatric Medicine - Supplement 1 - Volume 6

Poster presentations / European Geriatric Medicine 6S1 (2015) S32

–

S156

S95

students, their view of patient involvement in teaching, and areas

that they believe to be of particular importance for medical student

education.

Results:

48% of patients were aware of medical students being

involved in their admission, of those 91% described the experience

as positive one. The large majority of patients said they would be

happy to be involved in medical student teaching in the future

(97%), and those that did interact with students were more likely

to agree to do so in the future. A number of patients highlighted

dementia (28%), cardiac disease (25%), cancer (12%), and arthritis

(12%) as of particular importance for medical student education,

with 30% of patients highlighting their own condition.

Conclusions:

Patient involvement is vital for the education of future

doctors, and with an ageing population the role of the older patient

is increasing. This study shows that older patients are willing to take

part in the teaching of medical students. It also offers some insight

into patient priorities as educational needs of medical students,

which could be used to guide undergraduate curriculum in geriatric

medicine.

P-237

“Geraware”, a digital awareness tool for teachers in nursing

education

E. De Cuyper

, L. Verhelst

, K. Pletinckx

Odisee, Brussels, Belgium;

Odisee, Brussels;

Belgium, Brussels

Objectives:

One of the challenges faced in nursing education is

generating students’ interest for working with frail elderly. Positive

teacher communication may have a positive effect on students’

attitude towards the care for older adults. However, based on low

attendance numbers at training initiatives, nursing teachers seem

to have little interest in geriatric care.

With the digital tool Geraware, we want teachers to discover the

challenges of this nursing field and hereby increase awareness of

their own attitude with regard to geriatric care.

Methods:

The participant is guided through the life of an older

women in her home environment, portrayed by herself, her children

and the general practitioner. By means of questions throughout the

story, he is invited to reflect on the provided care and alternative

solutions and to take position. Comments can be shared with fellow

users via built-in social media.

The choice for a real person, the use of film fragments and

learning by reflecting individually and from other users’ reactions

are evidence-based principles integrated in the tool.

All four university colleges of the Associatie KULeuven, Belgium

collaborate on the development of this project.

Evaluation:

In May 2015 fifty nursing teachers will test the tool and

evaluate its user experience and usability by means of an online

questionnaire. Based on this feedback, the tool will be adjusted

and completed. A re-evaluation with all nursing teachers of the

association KU Leuven is planned for early 2016.

Conclusion:

Our aim is to present in two years a final product of

Geraware that meets the objectives.

P-238

Learning from death

A. Jakupaj

, M. Anwar

, A. Sharma

Luton and Dunstable Hospital, Luton, United Kingdom

Objectives and Methods:

Winter admissions are increasing year

upon year in older patients causing great strain upon NHS. Hospital

mortality has long been an important measure of assessing quality

of care by highlighting preventable deaths. In January 2015 all

elderly deaths at Luton and Dunstable Hospital were recorded and

compared cross-departmentally with the aim to improve care and

establish a strategic approach to reduce mortality rate.

Results:

The total amount of deaths in January 2015 was 123

compare to January 2014 88. Of these 46 (37.4%) died under care of

Geriatrician and 97 (78.9%) deaths were in Short Stay Units, Medical

and Surgical Wards. The most common causes of deaths (recorded

as 1a) included pneumonia (44.7%), ischaemic heart disease (8.1%)

and lung cancer (4.9%). 24 (19%) of patients were identified as

end-of-life care patients. Of the 46 deaths under Geriatrician care

39 (73%) occurred on base wards and 13 (27%) on outlier wards.

The median age of patients who died on the ward was 84.0 as

compared to 68.5 on HDU/ ITU. 30% of patients died within 48

hours from admission. The two highest mortality peaks occurred

over a weekend day.

Conclusions:

The first 48 hours from admission are crucial

in ensuring elderly patients receive a comprehensive geriatric

assessment. Despite inevitable bed pressures the up most should be

done to minimize outlying elderly care patients. High surveillance

and feedback regarding infection rate needs to be maintained. We

introduced hospital mortality reduction group for regular feedback

and an evidence-based strategy to minimize preventable deaths.

P-239

Is Inter-professional Education an effective way to teach

geriatric medicine to medical and nursing students?

K. Metcalfe

, G.S. Alg

, L. Wright

, C. Merriman

, S. Thompson

Oxford Medical School, Oxford, United Kingdom;

SpR General

Internal Medicine & Geriatric Medicine OUH Trust, Oxford;

Oxford

University Hospitals NHS trust, Oxford;

Oxford Brookes University,

Oxford, United Kingdom;

University of Oxford, Dept of Clinical

Geratology, Oxford

Introduction:

Inter-professional Education (IPE) is proposed to

be a teaching method that improves patient care by increasing

collaboration between different professionals and is recognised by

professional accreditation bodies abroad and in the UK. Data on

the role of IPE in geriatrics is scarce. We introduced and facilitated

problem-based learning (PBL) sessions on geriatric topics to the

nursing and medicals students, in order to improve teamwork, and

students’ insight into the roles of members of IP teams.

Methods:

Medical and Nursing students from Oxford and Oxford

Brookes Universities, were given four scenarios related to the older

population at an introduction session and were asked to work

together on these scenarios from the perspective of each profession

through self-directed learning in small groups. Afterwards, all

students participated in an education session facilitated by senior

nurses and geriatricians.

Students completed the readiness for inter-professional learning

scale questionnaire and questions about their knowledge and

concerns about working with other professionals before and after

IPE sessions.

Results:

We found significant improvement in students’ attitudes

towards teamwork, collaboration and other professionals after

participation in IP educational activities, but no significant change

in knowledge and understanding of the roles and responsibilities

of other professionals.

Conclusions:

The results indicate that some aspects of geriatric

medicine can be delivered effectively to nursing and medical

students through joint self-directed learning if facilitated by

educators belonging to the IP teams. This was an effective means

of education, significantly improving attitude of students to other

professionals, collaboration and teamwork.