talk to the patient about his or her goals and—most of all—listen.

It has been 2 years since this incident with Mrs.Carter, and she still does not have a physician. Al-though I make extensive efforts at communica-tion, I am no closer to being acknowledged byoffice staff and physicians as a registered nursewith an advanced degree and board certificationin gerontology. They do recognize, however,that my primary goal is advocating and caringfor a vulnerable population. I have begun to edu-cate my colleagues, patients, and their familiesabout advanced practice nursing roles, and mypractice is growing. I try to model respectful be-havior with patients for those who may not havemy experience and education in working witholder adults. As part of my contribution to nurs-ing’s future, I also teach undergraduate studentsin a baccalaureate program how to communicatewith colleagues and, using realistic expectations,respectfully care for older adults to improve com-pliance and clinical outcomes. Perhaps this in-vestment in the future, teaching about andsharing the common bond of ‘‘nurse,’’ will helpshape another generation of nurses who can advo-cate for and more fully enjoy advanced practiceroles in care of their own older patients.

Reference

1. APRN Consensus Work Group and the National Council of

State Boards of Nursing APRN Advisory Committee.

Consensus model for APRN regulation: licensure,

accreditation, certification & education. July 7, 2008.

Available at www.aacn.nche.edu/Education/pdf/

APRNReport.pdf. Cited August 21, 2008.

SARAH GILBERT, APRN, BC, is a geriatric careconsultant in Radford, VA

0197-4572/08/$ - see front matter

� 2008 Mosby, Inc. All rights reserved.

doi:10.1016/j.gerinurse.2008.09.014

2008 Innovations in PracticePoster Finalists

0197-4572/08/$ - see front matter

� 2008 Mosby, Inc. All rights reserved.

doi:10.1016/S0197-4572(08)00335-2

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Inservice Education Fair:A Mechanism for MaximizingAvailable Education Time forIdentified Education Needs

Nancy Lerner, MSN, RN, CDONA/LTCNursing Instructor, Towson University, Towson, MD

Joan Duhaney, RN, BSNDirector of Nursing, Autumn Ridge at North Oaks,

Baltimore, MD

Background: Staff education is an importantpart of quality improvement in nursing homesand other long-term care institutions. Studieshave identified that nursing home employees, es-pecially certified nursing assistants, need addi-tional education over their basic preparation toimprove care, improve job satisfaction, and re-duce turnover. Quality assurance programs iden-tify education needs as a part of their plan toimprove quality and reduce injuries and errors.Unfortunately, time for education is limited bythe demands of staffing and patient care. In addi-tion, education topics are mandated by state andfederal regulation for yearly review, consumingvaluable available education hours.

Intervention: A 10-station self-paced learningenvironment was created for the yearly review offederal-, state-, and facility-mandated educationprograms. All stations had posttests to determineemployee knowledge of key concepts. The sta-tions are set up several times per year on anaround-the-clock basis so that all employeeshave an opportunity to attend. The presentationroom is staffed by a nursing employee capableof working with staff having difficulty with theeducational content. Food for participants andprizes for high scores on the posttests areprovided to create a festive atmosphere.

Results: The ‘‘fair’’ has resulted in 100% yearlycompletion of mandated education programs.In addition, monthly education hours are avail-able for necessary education to meet qualityassurance and employee identified educationneeds.

0197-4572/08/$ - see front matter

� 2008 Mosby, Inc. All rights reserved.

doi:10.1016/j.gerinurse.2008.09.016

Geriatric Nursing, Volume 29, Number 6

An Innovative, Portable,and Interactive Falls Education

and Prevention Tool for theElderly: The Fun House

Tamara Murphy, MSN, ACNS-BC, CCRNGerontological Clinical Nurse Specialist, Departmentof Care Coordination, Penn State Hershey Medical

Center, Hershey, PA

So Young Shin, BSN, RNPenn State University School of Nursing, Hershey,

PA

Victoria Schirm, PhD, RNDirector of Nursing Research, Department ofNursing, Penn State Hershey Medical Center,

Hershey, PA

Subject: Falls education and prevention forelders and caregivers

Setting: Flexible (inpatient, outpatient, seniorcenters, fairs, etc.)

Activity: Participants of all ages have theopportunity to manipulate a home environmentmodel and identify potential hazards that placeelders at risk for falls.

Background: The March 7, 2008, Centers forDisease Control Morbidity and Mortality Weekly

reported that 15.9% of adults over age 65 fellevery 3 months, with 31% sustaining injury. Fallsdiminish quality of life by contributing to pain,functional decline, and institutionalization. Fallsand related injuries create burdens across thehealth care system. Reducing risk of patientharm from falls is a Joint Commission NationalPatient Safety Goal.

Practice Innovation: Identification of homehazards is 1 method that can be used to reducefall risks. Research shows that presenting mate-rial in a concrete, tangible, visually appealingmanner enhances learning. This understandingled to creation of the Fun House, an 11-inch fash-ion dollhouse, complete with furnishings and fallhazards. Fashion dolls are enjoyed across gener-ations, and house fittings are contemporary,colorful, and highly visible.

Description: The Fun House was presentedduring National Patient Safety Awareness Week.Hospital staff, patients, and visitors toured thisevidence-based educational display. Fun House

Geriatric Nursing, Volume 29, Number 6

participants interacted with gerontologicalnurses, discussing fall risks, prevention, and dan-gerous outcomes. Participants recorded hazardssuch as spills, throw rugs, open cupboards, andpets. They received small prizes after identifyingfall hazards in the Fun House. All participantsreceived written falls prevention information.Nursing staff received pocket cards detailingmedication risks, environmental hazards, andfunctional decline in elders.

Evaluation and Outcomes: Approximately250 persons participated with 75 returning check-lists identifying 6–10 hazards. Participants hadimmediate opportunities to discuss and employhazard identification skills. Written materials pro-vided review. The activity received encouragingfeedback, with participants calling it ‘‘awesome,’’‘‘interesting,’’ ‘‘unique,’’ and ‘‘fun.’’

Implications: The Fun House promotes inter-active and visually stimulating learning. As an in-novative nursing practice, it provides a creativelearning environment describing elder fall risksfor audiences of all ages.

0197-4572/08/$ - see front matter

� 2008 Mosby, Inc. All rights reserved.

doi:10.1016/j.gerinurse.2008.09.017

Innovations in GerontologicalNursing Education: ‘‘Get Smart

About Getting Old!’’Diane Peyser, MSN, RN, ANP, CNA, BC

Director of Staff Development, Magnet ProjectCoordinator, Huntington Hospital, Huntington, NY

Purpose: The purpose of this presentation isto identify positive outcomes associated with aninnovative gerontological nursing education pro-gram, ‘‘Get Smart about Getting Old!’’

Background: People over age 65 are the fast-est growing sector of the United States popula-tion. The complex health care needs ofincreasing numbers of elderly will challenge theAmerican health care system, which is currentlyon the verge of collapse because of myriad fac-tors. Currently the majority of hospitalized pa-tients are over age 70. Therefore, the specialtyof gerontological nursing will become evenmore important in the future.

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