From the Director’s Desk

Fall 2021 Newsletter

By Robin McAtee, PhD, RN, FACHE, Director, Arkansas Geriatric Education Collaborative (AGEC), a Geriatric Workforce Enhancement Program (GWEP) at the University of Arkansas for Medical Sciences (UAMS) Donald W. Reynolds Institute on Aging (DWR IOA)

Hello from the Arkansas Geriatric Education Collaborative. As summer of 2021 ends and we begin to enjoy the cooler nights and days, we are beginning one of the busiest times of the year here at the AGEC. I know by this time we had all hoped that we would be on the “other side” of the pandemic, but we still seem to be simmering in the middle and we are all getting weary! However, despite the weariness, we have adapted and thrived in many areas. Our summer was full of exciting programs and we are still developing new partnerships, programs, and activities as we explore new methods and platforms for reaching older adults and healthcare professionals with geriatric content. Our healthcare professional webinars continue to be huge successes. In September, we had Dr. Anand Venkata who talked about COVID-19 Long Haulers: Pulmonary Complications – What to Expect, and we had 161 attendees. On October 7, Dr. Lee Isaac with UAMS PRI presented Diversity in Dementia: Incidence, Related Factors, and Considerations for Diagnosis and Treatment with 131 attendees. Our social media presences (Facebook, Twitter, and Instagram) are still growing with a lot of views and activities, so be sure to check those out. We are also having a few, socially distant, face to face, evidence-based programs and older adults seem to enjoy getting out again! In addition, many of our community-based partners are once again providing both in-person and virtual programs and activities. Many of the senior centers are open again and providing programs and UAMS Centers on Aging also reported that they are once again out in the communities they serve, providing caregiver workshops and training first responders.

Our academic partners were busy during the summer. Our team had an intern from Hendrix who worked with AGEC outreach and social media activities. UCA opened a new interprofessional clinic where education and resources are provided for caregivers. ASU graduate nursing students began working on quality improvement projects at local long-term care facilities. Each college reported that activities are picking up more this fall with students being on-campus more and are actively engaging in geriatric clinical activities.

We continue to seek new ways to reach and teach all audiences and if you have any suggestions, please let us know. Happy Fall!!!

Robin E. McAtee, PhD, RN, FACHE

Social Connection and Isolation in Older Arkansans during the COVID-19 pandemic: A survey report from AGEC and Hendrix collaboration

Fall 2021 Newsletter

By Dr. Jennifer Peszka, Professor, Psychology
and Dr. Anne Goldberg, Professor, Sociology/Anthropology
Students: Lauren Allen (Anthropology), Noura Musallam (Psychology), and Chloe Cunningham (Anthropology)
Hendrix College

Prior research has shown the importance of social networks in healthy aging. And yet, one of the hallmarks of the COVID-19 pandemic has been calls for limiting social interactions (lockdowns and social distancing). During Spring 2020, Hendrix College and AGEC conducted a telephone survey to examine social connection and isolation in older Arkansans during the COVID-19 pandemic.

About the participants

8745 Arkansans answered the automated phone call and 867 completed the survey. 41.5% of the participants were between 65 and 74 years old, and 58.5% were 75 years old or older. 83.4% identified as White, non-Hispanic; 9.2% as Black; .3% as Hispanic; and 7.1% as other, preferred not to answer, or mixed. 60.2% identified as women, 35.9% as men, and 3.9% as other or preferred not to answer. To examine economic status, they indicated how often they worry about paying their monthly bills. 7% said always, 17.6% said frequently, 35% said seldom, and 40.4% said they never worry about paying their bills.

What they told us
Frequency of interactions: In-person interactions during COVID (the 6 months prior to survey completion) were low, 39.4% of participants reported seeing friends and family living outside of their homes in person twice a month or less. And only 30.8% of them were seeing friends and family in person multiple times a week. These older Arkansans interacted specifically with younger generations of family and friends less frequently during the pandemic than before. 41.1% reported either a lot less frequent or completely stopping social interactions during the pandemic compared to pre-pandemic activities, and only 23.7% reported either the same or even more interactions than before. Despite this reduction in social interactions,many of these participants (88.4%) indicated they had a good deal of social interactions through some form of technology (online, on the telephone, or using some other technology). And that 59.7% of them felt that seeing friends or family on-line (e.g., Zoom or FaceTime) did make them feel connected socially (See Figure 1).

How the pandemic changed social interactions: Before the pandemic, 26.1% reported that they were spending time online or in-person with organized social groups multiple times per week, but during the pandemic this number fell to 14.8%. Before the pandemic, 31% were rarely spending time with organized social groups (less than once a month), but during the pandemic, this rose by 10% to 40.7%.

Satisfaction with social interactions: Before the pandemic, 93% reported they were somewhat or very satisfied with their level of social connection, while that number reduced by a third to 67.2% during the pandemic (See Figure 2). Findings showed that before COVID-19 people were happy, but became less satisfied with their social connection during the pandemic. This decline occurred whether or not participants knew someone who was severely impacted by the virus. People with more technological social interactions, which augmented declining in-person social interactions, had greater satisfaction with their social connectedness compared to people with less technological social interactions. This relationship occurs regardless of the respondent’s level of extraversion. Women were more likely to use technology for social interaction than men during the COVID-19 pandemic, and yet, women were less likely than men to be satisfied by their social interactions during the pandemic. Last, people with the least financial security were using technology to interact socially at a lower rate and were less satisfied with their social interactions during the pandemic than people who had more financial security.

Summary: In person social interactions and satisfaction with social interactions went down during the pandemic. While not a completely satisfying replacement, supplementing lost social interactions with technology did help buffer some of the negative impact on satisfaction for some participants. Therefore, making sure that technology interactions are accessible to all older Arkansans is a worthy goal.

Sparking Community Engagement Through Occupations: A Program to Enrich the Lives of Community-Dwelling Older Adults Experiencing Loneliness and Disengagement

Fall 2021 Newsletter

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By Rebekah Csonka, OTS
Occupational Therapy, University of Central Arkansas
Faculty Mentor: Lorrie A. George-Paschal, Ph.D., OTR/L, ATP
Expert Mentor: Kerry Jordan, PhD, RN, CNS, CNL-BC
Site Supervisor: Mrs. Kim White
Site Contact: Mrs. Debra Robinson

The life changes that older adults experience as they age such as loss of a spouse, and changes in housing, health status, and income, can cause many older adults to be at an increased risk for loneliness. Research shows that loneliness is a risk factor for mortality and is comparable with other behaviors that promote negative health outcomes such as obesity and substance abuse, therefore, it is imperative that loneliness be addressed among the older adult population (Holt-Lunstad et al., 2015). Research shows that engagement in leisure, social, physical, and community activities have a positive impact on older adults’ overall health (Stav et al., 2012). Therefore, occupational therapists, due to their unique ability to promote engagement socially through meaningful activities, can play an integral role in the lives of older adults experiencing loneliness by providing interventions targeting social engagement.

To address feelings of loneliness and decreased community and social engagement among older adults, UCA occupational therapy student, Rebekah Csonka along with the guidance and support of her expert mentors from UCA’s occupational therapy and nursing department, developed a community program as part of her student doctoral capstone project called “Sparking Community Engagement Through Occupations: Individual Guidance and Peer Support for Older Adults Experiencing Loneliness.” This community program is composed of two parts. The first half of the program focuses on meeting with each older adult weekly, collaborating with them to create goals for social and activity engagement, and carrying out their goals in the community. For the second half of the program, the older adults participate in a small peer social group, at the Maumelle Center on the Lake and the Faulkner County Senior Wellness and Activity Center, where activities chosen for social and community engagement promote relational building and engagement among group members as well as community participation. This program currently has six older adults participating who have self-reported feelings of loneliness or whose families have identified a need for increased social or activity engagement.

By the end of the first half of the program, these older adults show an increase in their social and community engagement and have found support through relationships built with other older adults in the community. One lady in the program, Mrs. M, had a goal to volunteer in the community. Together, we identified her strengths and previous experiences to find that she would be a wonderful support to families going through the process of losing a loved one. She is pictured holding paper flowers, as one of her sessions was spent identifying activities that she can do for or with people that she will be serving in the community, as a hospice care volunteer. Another community-dwelling older adult, Mrs. C, had a goal to make social connections with others. She is pictured standing outside of the Faulkner County Extension Office after attending her first class through the Extension Get Fit Program, where she had the chance to make connections with other older adults while engaging in an exercise program. She looks forward to staying engaged in this group to make new friends and to feel a greater sense of support and social connections. Hopefully this capstone project will pave the way for future community programs that will focus on the needs of older adults for social and community engagement through meaningful occupations.

References

Holt-Lunstad, J., Smith, T. B., Baker, M., Harris, T., & Stephenson, D. (2015). Loneliness and social isolation as risk factors for mortality: A meta-analytic review. Perspectives on Psychological Science, 10(2). 227-237. https://doi.org/10.1177/1745691614568352.

Stav, W. B., Hallenen, T., Lane, J., & Arbesman M. (2012). Systematic review of occupational engagement and health outcomes among community-dwelling older adults. American Journal of Occupational Therapy, 66(3). 301–310. https://doi.org/10.5014/ajot.2012.003707

AGEC Article Summary – “Caregiver Burden: Caregiving Workshops Have a Positive Impact on Those Caring for Individuals with Dementia in Arkansas”

Fall 2021 Newsletter

Article published in the Journal of Patient Experience: May 19, 2021. Caregiver Burden: Caregiving Workshops Have a Positive Impact on Those Caring for Individuals with Dementia in Arkansas. doi.org/10.1177/23743735211018085

Summarized by the original authors: Robin E. McAtee, PhD, RN; Laura Spradley, MS; Leah Tobey, PT, DPT, MBA; Whitney Thomasson, MAP; Gohar Azhar, MD; Cynthia Mercado, EMBA, MA (University of Arkansas for Medical Sciences).

Millions of Americans live with dementia. Caregivers of this population provide countless hours of multifaceted, complex care that frequently cause unrelenting stress which can result in immense burden. However, it is not fully understood what efforts can be made to reduce the stress among caregivers of persons with dementia (PWD). Therefore, the aim of this pretest–posttest designed study was to evaluate changes in caregiver burden after providing an educational intervention to those caring for PWD in Arkansas.

The data collection tool, the short ZBI (ZBI-12) consists of 12 questions in 2 main domains, personal strain and role strain and 4 subscales of sacrifice/strain, inadequacy, embarrassment/anger, and loss of control. Scoring of the item responses are based on a 5-point Likert-type scale ranging from 0 = never, 1 = rarely, 2 = sometimes, 3 = quite frequently, and 4 = nearly always. A cumulative score of 48 is possible and the higher scores represent higher feelings of burden. The ZBI-12 classifies cumulative scores 0 to 10 as “no to mild burden,” 10 to 20 as “mild to moderate burden,” and scores above 20 as “high burden.” The ZBI-12 was chosen for this study since it produces comparable results to those of the full version and leads to easier administration and completion of the questionnaire.

Participants to dementia caregiver workshops that are offered across Arkansas were invited to participant in the survey study. After the participants completed the pretest, they attended the workshop. The caregiver dementia workshop is a half-day workshop offered throughout rural Arkansas and covers many facets of dementia and caregiving. It begins with a review of dementia and Alzheimer’s disease and then moves to discuss the complexity and multifaceted aspects of caregiving and why it can be a hidden burden. Basic rules of caregiving are reviewed and time is spent in assisting the participants to understand the changes in physical functions and behaviors that occur with a PWD. They are taught various techniques about how to respond or adjust to the altered behaviors and needs of the PWD and time is spent role playing various verbal and physical communication approaches.

They are also given information about expectations regarding how they may feel as a caregiver, details about caregiver stress, and the importance of self-care. They are provided with tips about how to manage each of their roles, and how to care for themselves. Ample time is also allowed to discuss alternative options for caregiving such as respite, paid caregivers, residential dementia specialty units, and nursing homes. They are provided with printed and virtual resources to refer to later.

The participants were contacted 45-60 days via phone after their workshop to complete the post test. Matched pre- and posttest survey (ZBI) data from 41 respondents were used for the analysis. Eighty-three percent were women, and the ages ranged from 30 to 79 years. Twenty-seven percent (n = 11) were 50 to 59 years old and a few (12%, n = 5) were younger than 50 years. More than a third of the respondents (68%, n = 28) identified as white/Caucasian, 20% (n = 8) as African-American/black, and 12% (n = 5) were of various other ethnicities.

Knowledge and confidence level: After attending the workshop, the participants increased both their levels of knowledge and confidence in caregiving. Comparisons of the pretest versus posttest (mean ± standard deviation) for the knowledge level rose from 2.78 ± 0.79 to 3.98 ± 0.65 and for the confidence level from 3.02 ± 0.91 to 4.02 ± 0.72. Likewise, the paired samples t test showed a significant increase in the posttest means for both the caregiver’s knowledge level, t(40) = −7.61, P = .001, α = 0.95, and confidence level, t(40) = −5.845, P = 0.001, α = 0.95. The cohen’s d values indicated a large effect size in the 2 variables: knowledge (d = 1.656) and confidence (d = 1.218) suggesting that participation in the workshop was beneficial to the improvement of these 2 caregiving attributes.

For the pretest, the ZBI total scores ranged from 7 to 47, while the posttest scores ranged from 4 to 31. The higher ZBI total scores in the pretest suggested the participants’ higher family caregiver burden perception. In contrast, the lower posttest scores after the workshop indicated an improvement and a positive effect on the participant’s family caregiver burden perception. Similarly, the paired samples t test scores showed a statistically significant change between the pretest and posttest values, t(38) = 6.97, P = .0001, α = 0.95, of the ZBI total perception score means. This change was also evident in the large effect size of the Cohen’s d = 0.78. In 6 of the 12 statements asked in the ZBI-12 survey, participants indicated statistically significant improvements on the following subscales: 2 each for the sacrifice/strain and inadequacy subscale and 1 each for the embarrassment/anger and loss of control subscale.

Finally, although caregiver burden is described in many ways, it is basically the mental, emotional, and physical state of exhaustion when caring for someone else. A caregiver can begin the day or week being positive and upbeat but after a while, they can become depressed and even apathetic not just about their own personal health but the health of their loved one as well. The work is hard and seemingly never ending. The stress of spending their time, energy, and money providing care takes a monumental toll on the most dedicated caregiver. They need help. As has been previously demonstrated in studies of those individuals caring for a PWD, interventions including educating the caregivers have been shown to increase caregiver knowledge, decrease depression and improve their moods, reduce stress, and even delaying nursing home placement for the PWD (1, 2). This study showed how education can decrease caregiver burden, so we at the AGEC want to urge providers to also care for the caregiver. Talk to them and see what tools they need to help them adapt. Explore the available resources in your geographic area (and online) and share with the families, it really does help!

References

Selwood, A, Johnston, K, Katona, C, Lyketsos, C, Livingston, G. A systematic review of the effect of psychological interventions on family caregivers of people with dementia. J Affect Disord. 2007;101:75–89.
Pinquart, M, Sorensen, S. Helping caregivers of persons with dementia: which interventions work and how large are their effects? Int Psychogeriatr. 2006;18:577–95. doi:10.1017/S1041610206003462

Antipsychotic Continuation after ICU and Hospital Discharge

Fall 2021 Newsletter

By Abigail Dunn, Doctor of Pharmacy Candidate, and Lisa C Hutchison, PharmD, MPH
University of Arkansas for Medical Sciences (UAMS) College of Pharmacy

Delirium occurs in 7-80% of patients who are admitted into intensive care units (ICUs) and is associated with worse outcomes including a 2-4 fold increased risk of death.¹ When non-pharmacological measures are not effective for hyperactive delirium, patients are typically treated with antipsychotics to prevent them from doing harm to themselves or to others.² Unfortunately, recent studies indicate that more than 50% of patients with ICU-initiated antipsychotics are discharged with the antipsychotic that was newly prescribed during their inpatient stay ^3-7. Older adults, particularly those with dementia, are at increased risk of delirium, and therefore, may be prescribed an antipsychotic for short-term management of delirium. Antipsychotics carry a boxed warning for older adults with dementia as they are at increased risk of morbidity and mortality due to exposure to antipsychotics. So, discontinuation of these medications should be attempted as soon as the patient’s delirium has resolved.

As noted, discontinuation of newly started antipsychotics at ICU discharge does not always occur as soon as appropriate. Frequency of discontinuation with ICU discharge occurs in only 50-77% of patients, and 25-39% of patients continue on antipsychotics at hospital discharge.^3-7 Studies of patients discharged from an ICU with an antipsychotic identify some risk factors. In one study, patients who were white, male, or admitted for sepsis had increased risk of continuing antipsychotic medications after discharge.⁵ Happily, older adults are not significantly more likely to be discharged on an antipsychotic than younger adults in these studies (mean age of subjects ranging from 57-68 years).^4,5,7 However, of significance for older adults, discharge location of long-term care or advanced care facilities is an associated risk factor. ⁴

While benefits for short-term use of antipsychotics for delirium may outweigh the harms in ICU patients, discontinuation should occur as soon as possible after delirium resolves. Adverse effects associated with antipsychotics include QTc prolongation, increased mortality, weight gain, hyperlipidemia, and newly diagnosed diabetes mellitus ^4,5. If discontinuation at ICU or hospital discharge cannot safely occur, information regarding the plan for discontinuation should be communicated at transition of care. In one study evaluating this process, only 12% of patients discharged had instructions for discontinuation of the antipsychotic.⁹ Often, patients being sent home with this unnecessary medication do not have a medication review prior to discharge.⁵

Methods should be adopted to address discontinuation of unnecessary medications. One study described how a clinical pharmacist was responsible for intercepting an average of four medication issues per patient at discharge which included discontinuing the use of certain medications in approximately 39% of patient visits ⁵. An additional option would be a checklist that is formatted and encouraged upon discharge to remind providers to evaluate a patient to determine if they need to continue the prescribed antipsychotic or other high risk medication.⁴ Finally, use of an antipsychotic discontinuation algorithm with multidisciplinary education at ICU discharge showed a 10% increase in discontinuation rate of antipsychotics at ICU discharge and significantly increased rates of discontinuation within 72 hours of ICU discharge and overall lower rates of antipsychotic continuation at hospital discharge .⁶

While sometimes necessary, antipsychotic initiation in hospital ICUs to treat older adults with delirium comes with increased risk. Discontinuation before discharge from the ICU is preferred, but if continuation is required, plans for discontinuation should be communicated to the receiving medical team or primary care physician.^4.9 It is critical that ongoing evaluation of patients who are discharged with antipsychotics take place to determine if patients continue to require treatment.^6,8

References

Inouye SK, Westendorp RGJ, Saczynski JS. Delirium in elderly people. Lancet, 2014; 383:911-22.
Kalish, V. B., Gillham, J. E., & Unwin, B. K. (2014, August 1). Delirium in older persons: Evaluation and management. American Family Physician. https://www.aafp.org/afp/2014/0801/p150.html.
Flurrie RW, Gonzales JP, Tata AL, et al. Hospital delirium treatment: continuation of antipsychotic therapy from the intensive care unit to discharge. Am J Health-syst Pharm, 2015; 72(suppl 3):S133-9.
Karamchandani, K., Schoaps, R. S., Bonavia, A., Prasad, A., Quintili, A., Lehman, E. B., & Carr, Z. J. (2019). Continuation of atypical antipsychotic medications in critically ill patients discharged from the hospital: a single-center retrospective analysis. Therapeutic Advances in Drug Safety. https://doi.org/10.1177/2042098618809933
Coe, A. B., Vincent, B. M., & Iwashyna, T. J. (2020). Statin discontinuation and new antipsychotic use after an acute hospital stay vary by hospital. PLOS ONE, 15(5). https://doi.org/10.1371/journal.pone.0232707
D’Angelo RG, Rincavage MS, Tata AL, et al. Impact of an antipsychotic discontinuation bundle during transitions of care in critically ill patients. J Intensive Care Med, 2019; 34:40-7.
Lambert J, Vermassen J, Fierens J, et al. Discharge from hospital with newly administered antipsychotics after intensive care delirium –incidence and contributing factors. J Crit Care, 2021; 61:162-7.
Johnson KG, Fashoyin A, Madden-Fuentes R, et al. Discharge plans for geriatric inpatients with delirium: a plan to stop antipsychotics? JAGS, 2017; 65:2278-81.

Falling Matters: What you need to know about home fall prevention for your patients

Fall 2021 Newsletter

By Kylie Murphy, OTS, BS
Occupational Therapy Student, College of Nursing & Health Professions
Arkansas State University
Edited by Jessica Camp, DNP, APRN, AGCNS-BC, NE-BC, CDP

SIGNIFICANCE OF FALLING FOR OLDER ADULTS & POSSIBLE INTERVENTIONS

According to the Centers for Disease Control and Prevention (CDC) (2020, p. 1), “around 36 million older adults fall each year, resulting in more than 32,000 deaths.” Falls in the older adult population can result in broken bones and head injuries. Falling is not a normal part of aging. Falls are a result of physical changes or poor home environmental setup. There are multiple sources available which can aid providers in having conversations with their patients to help prevent home falls.

According to the CDC (2018) and Mayo Clinic (2019), some fall prevention options for providers to discuss with patients include suggesting patients:

• schedule yearly eye and foot examinations
• add grab bars near bathtub and toilet
• have plenty of light throughout the home
• get plenty of exercise
• store items within easy reach
• use assistive devices when needed
• remove throw rugs
• keep an updated list of medications
• maintain a clutter-free home

Additional things to consider when talking with patients about preventing falls at home, should include adding their vitamins, supplements and over the counter medications to their list of home medications. Patients need to know that all their daily medications are important to include.

Patients also need to know that vision changes are a normal part of aging and that these changes can influence a person’s fall risk. Eye examinations from an optometrist are critical in identifying eye problems early on. Explain to patients that some common eye problems they will be screened for may include glaucoma, cataracts, macular degeneration, diabetic retinopathy, and conjunctivitis. All of these eye conditions can influence a person’s fall risk.
Foot examinations should be performed during a yearly check-up like a Medicare Annual Wellness Visit. Providers should check sensation, blood flow, and changes to the shape of the feet. Instruct the patient remove their shoes and socks when seating them in your exam rooms or other treatment areas.

Another intervention is the reduction of clutter and good lighting in your clinical areas, just like we would the home environment to be. Reducing clutter and having good lighting reduces tripping hazards that may cause falls when patients come to visit you. Modeling a safe environment can provide visual examples for you to use when discussing a patient’s home environment modifications.

Another critical aspect in reducing fall risk for your patients is to promote a healthy lifestyle. Exercises that promotes balance, strength, and coordination such as, Tai Chi, will help prevent falls for an aging individual in your care. Devices such as a plastic seat in the shower or a raised toilet seat can be helpful to patients who have fallen in the bathroom. These items can provide a stable surface when doing daily activities and may have some coverage by insurances.
Resources to share with your patients and families can sometimes be challenging to locate when you are busy working. Below are some online resources for family members and caregivers that provide more information on home fall prevention in older adults. Please share them with your patients and their families:

• Fall prevention resources for older adults and caregivers
https://acl.gov/FallsPrevention
• Debunking the Myths of Older Adult Falls
https://www.ncoa.org/article/debunking-the-myths-of-older-adult-falls
• Video on 6 steps to prevent falls from the National Council on Aging (NCO)
https://www.ncoa.org/article/preventing-falls-tips-for-older-adults-and-caregivers
• 18 Steps to Fall Proofing Your Home from the NCO
https://www.ncoa.org/article/18-steps-to-fall-proofing-your-home
• Evidence-Based Falls Prevention Programs from the NCO
https://www.ncoa.org/article/evidence-based-falls-prevention-programs
• Eldercare Locator
https://eldercare.acl.gov/Public/Index.aspx
• National Assistive Technology (AT) Program search
https://www.at3center.net/stateprogram#
• CDC- Adult fall prevention resources
https://www.cdc.gov/falls/resources.html

References
Centers for Disease Control and Prevention . (2018). Family caregivers: Protect your loved ones from falling . https://www.cdc.gov/steadi/pdf/STEADI-CaregiverBrochure.pdf
Centers for Disease Control and Prevention . (2020). Injury prevention & control: Keep on your feet. CDC. https://www.cdc.gov/injury/features/older-adult-falls/index.html#:~:text=About%2036%20million%20older%20adults,bones%20or%20a%20head%20injury
Mayo Clinic Staff. (2019). Fall prevention: Simple tips to prevent falls. Mayo Clinic. https://www.mayoclinic.org/healthy-lifestyle/healthy-aging/in-depth/fall-prevention/art-20047358

Tai Chi for Arthritis and Fall Prevention

Fall 2021 Newsletter

By Laura Stilwell, MEd
Education Coordinator
UAMS Arkansas Geriatric Education Collaborative (AGEC)

Tai chi, an ancient Chinese form of exercise, is one of the activities offered by the Arkansas Geriatric Education Collaborative (AGEC). Tai Chi for Arthritis and Fall Prevention meets the criteria of exercise for older adults by providing improvement in strength, balance, endurance and flexibility (Grabiner, et al., 2014). The program used by AGEC is one developed by Doctor Paul Lam, an Australian family practice physician and Tai Chi master. Lam began his practice of Tai Chi in 1974 to alleviate his pain caused by early onset arthritis. As he recognized the benefits of his Tai Chi practice, Lam founded the Tai Chi for Health Institute in 2010 (Lam, 2017).

The practice of Tai Chi is derived from the ancient Chinese martial arts. There are five styles of Tai Chi. Each style varies in level of difficulty based on depth of stance, flexibility, complexity of form, and the endurance necessary to complete all the steps of a form. Lam chose the Sun (pronounced soon) style for the Arthritis and Fall Prevention method due to the nature of the upright stance maintained while performing the exercises. In Lam’s interpretation of Tai Chi, he deleted high risk movements and focused on the movements specifically related to relieve joint pain from arthritis. Other movements chosen enhance muscle strength and balance to diminish the risk of falls. The movements are slow and gentle, and the degree of exertion is easily modified for students of all abilities. Tai Chi for Arthritis and Fall Prevention is one exercise modality that, when practiced on a regular basis, provides intervention for risks faced by older adults, due to its focus on strength improvement, balance, and fluidity of movement (Lam, 2017).

Longitudinal studies show Tai Chi to be a viable modality of exercise for the improvement of joint mobility for arthritis and for fall prevention. In Exercise for Older Adults, the American College of Sports Medicine (ACSM) recommends balance exercise for all individuals who fall frequently or for those with mobility problems (Chodzko-Zajko, 2014). Tai Chi styles that include slow continuous movements with head and neck rotation and weight shifting in standing positions are beneficial for leg strength and balance. Movements that are performed in a standing position that include arm movements, with visual focus on those movements, promote balance. Multimodal programs of balance, strength, flexibility, and walking are shown to reduce the risk of falls (Chodzko-Zajko, 2014).

In recent studies, the practice of Tai Chi has shown improvement in overall health. In a study released in 2021, Tai Chi is shown to reduce waist circumference, which is a predictor of overall health and relates to risk factors of heart disease and diabetes (Sui, et al., 2021). Participation in Tai Chi as a regular exercise modality can show significant improvement in overall psychological well-being; studies have linked regular physical activity with a reduced risk for dementia and cognitive decline (Chodko-Zajko, 2014).

In addition to the ACSM, Tai Chi is recommended by the World Health Organization, (WHO, 2021) the Centers for Disease Control and Prevention, (CDC, 2019) the Arthritis Foundation, (AF, 2021) and the National Council on Aging (NCOA, 2020).

AGEC provides a variety of exercise modalities for the older adults of Arkansas. Variety is important because each individual has unique interests. Tai Chi for Arthritis and Fall Prevention is an exercise experience that older adults may find interesting and effective, thus creating an opportunity for an exercise lifestyle. Providing this lifestyle opportunity is one of the goals of programming at AGEC.

References:

Chodzko-Zajko, Wojtek J. ACSM’s Exercise for Older Adults. Wolters Kluwer/Lippincott Williams & Wilkins, 2014

Dilonardo, Mary J. “Tai Chi FOR ARTHRITIS: Arthritis Foundation.” Tai Chi for Arthritis | Arthritis Foundation, 2021, https://www.arthritis.org/health-wellness/healthy-living/physical-activity/yoga/tai-chi-for-arthritis

Grabiner, M.D., Crenshaw, J. R., Hurt, C. P., Rosenblatt, N. J., & Troy, K. L. (2014). Exercise-based fall prevention: can you be a bit more specific? Exercise and Sport Sciences Reviews, 42(4), 161–168.
https://doi.org/10.1249/JES.0000000000000023

Lam, Paul. “Tai Chi and Arthritis.” Tai Chi for Arthritis and Fall Prevention Handbook, Tai Chi Productions, Narwee, NSW, 2017, pp. 7–14.

The National Council on Aging, Aug. 2020, https://www.ncoa.org/article/evidence-based-program-tai-chi-for-arthritis-and-fall-prevention

Siu, P. M., Yu, A. P., Chin, E. C., Yu, D. S., Hui, S. S., Woo, J., Fong, D. Y., Wei, G. X., & Irwin, M. R. (2021). Effects of Tai Chi or Conventional Exercise on Central Obesity in Middle-Aged and Older Adults : A Three-Group Randomized Controlled Trial. Annals of internal medicine, 174(8), 1050–1057. https://doi.org/10.7326/M20-7014

Tai Chi Principles for FALLS Prevention in Older People. 27 Feb. 2019, https://www.cdc.gov/HomeandRecreationalSafety/Falls/compendium/pdf/Voukelatos.pdf

Who.int, Apr. 2021, https://who.int/news-room/fact-sheets/detail/falls

From the Director’s Desk

Summer 2021 Newsletter

Welcome summer, and now to look back at spring and the rebeginning of some community programs. As the AGEC moved into spring this year, outreach programs continued and we started planning for in-person programs again, so exciting. Some of our partners have also started conducting in-person trainings and programs and we are thrilled to help them! Most of our virtual programs continued this quarter with great attendance and participation. The AGEC staff also published an article entitled: Caregiver Burden: Caregiving Workshops Have a Positive Impact on Those Caring for Individuals with Dementia in Arkansas. This was a study conducted in concert with our Family Caregiver Workshops and the results were very positive. A summary of these findings will be available in the newsletter next quarter! If you want a sneak peek, you can find the article here: https://journals.sagepub.com/doi/10.1177/23743735211018085

Dr. Ronni Chernoff (AGEC Director Emeritus), myself and the AGEC staff want to take a moment and say a special “thank you” to Dr. Susan Hanrahan. Dr. Hanrahan retired at the end of June this year, but has been a great partner and leader in the ongoing goal of improving care of older Arkansans during her tenure at Arkansas State University. She overwhelmingly supported the creation, development, and implementation of geriatric content and courses in the undergraduate and graduate curriculum over the past 20 years. During that time, she supported the development of the Healthy Agers program, a groundbreaking interdisciplinary experiential program for physical therapists, nurses, social workers, and nutritionists that served as a model for other geriatric education programs in Arkansas and elsewhere.

Dr. Hanrahan created and supported the ASU annual grief seminars as well as many new courses in social work, nursing, physical therapy, nutrition, and others while consistently incorporating critical geriatric content. She was also instrumental in the nursing home initiative managed by the nursing department in her college. Not only did the participating institutions benefit, but the students gained very valuable clinical experiences. She was a strong supporter of interdisciplinary education and a willing and able collaborator in the geriatric education center and geriatric workforce enhancement program grants. Her contributions have been many and notable and she will be missed by our entire staff and partners. However, we wish her an exceptional retirement and many years of play – she has earned it!!! Thank you, Dr. Hanrahan, for your dedication and contributions to the education of innumerable health professions students!

Thank you all for supporting AGEC in our clinical, educational, and outreach efforts!

Robin McAtee, PhD, RN, FACHE

And

Ronni Chernoff, PhD, FAND, FASPEN

Blending the Generations – an Intergenerational Community Program

Summer 2021 Newsletter

By Ashton Howell, CBIS, OTS
Occupational Therapy, University of Central Arkansas
Faculty Mentor: Dr. Cathy Acre Ed.D., OTR/L, FAOTA
Expert Mentor: Dr. Melodee Harris Ph.D., RN, APRN
Site Supervisor: Debra Robinson

Blending the Generations is an intergenerational program created by UCA Occupational Therapy student, Ashton Howell, as part of her doctoral capstone project. Currently, the program has nineteen participants- seven from the older generations and twelve from the younger generations. Blending the Generations is designed to bridge the gap between members of different generations. Through activities, conversation, and time spent together, this program connects members of different generations and allows for a better understanding of the other’s thoughts, feelings, and experiences.

Prior to the start of the program, both generation groups participate in an age sensitivity training where common stereotypes and experiences are addressed and discussed. The younger generation participates in activities that simulate hearing loss, visual impairments, and sensory deficits as well as discussion of negative thoughts towards older generations. The older generation engages in discussion, reflection, and true/false activities surrounding negative attitudes towards younger generations. In the first half of the program, participants engage in various activities such as generational trivia, concentric circles, an escape room, Family Feud, and more that require collaboration and communication all while learning about one another. During the last half of the program, participants are matched based on their interests and skills. Together they create an act that is performed in an intergenerational talent show.

Benefits that older adults receive from participation in intergenerational programming include decreased depression and loneliness, increased socialization, and improved overall health. “Elder adults who volunteer with children regularly burned 20% more calories per week, relied less on canes, had fewer falls and exhibited better memory than their peers” (“The Fun and Value,” 2019). Another benefit that intergenerational programs bring is “changes in attitudes and perceptions of both groups towards each other” (Caspar, Davis, McNeill, & Kellett, 2019). Stereotypes often lead to negative perceptions of both younger and older generations. Without engaging with members of other generations, it is often easy to fall into believing the stereotypes. A study by Caspar, et. al., 2019 found that after seven months of engaging with senior adults, youth’s perception of older adults became more positive and stereotypical thoughts were decreased. It is important to address the younger generation’s attitudes and beliefs about older adults as these, along with lack of exposure to older adults, are predictors of healthcare providers’ attitudes toward senior adults (Caspar, et. al., 2019). The current young generations will soon be the current health care providers. It is important that they respect and understand older generations so that they will provide good and fair care.

Blending the Generations is a program designed to not only benefit individuals, but communities as well. Older adults tend to be the victims of negative stigma. Blending the Generations targets those negative perceptions and works to increase the quality of life, health, and community participation of older adults. Instead of focusing on how one generation can help another, Blending the Generations is unique in that it focuses on how both generations can teach and learn from one another.

Participants for the current chapter of the program were recruited from Woodland Heights Baptist Church, the University of Central Arkansas Doctorate of Occupational Therapy program, and through social media efforts. Evaluation of the change in perceptions of different generations is being conducted throughout the entirety of the program. If you are interested in the results of this IRB approved research study, have any questions, or are interested in learning more about Blending the Generations, please contact Ashton Howell at blendingthegenerations@gmail.com.

References:

2019. The fun and value of intergenerational programming. Senior Lifestyle. Retrieved from https://www.seniorlifestyle.com/resources/blog/fun-value-intergenerational- programming/.

Caspar, S., Davis, E., McNeill, D. M. J., & Kellett, P. (2019). Intergenerational Programs: Breaking Down Ageist Barriers and Improving Youth Experiences. Therapeutic Recreation Journal, 53(2), 149–164. https://doi-org.ucark.idm.oclc.org/10.18666/TRJ- 2019-V53-I2-9126

New Reflections on Gerontology from an Old Nurse

Summer 2021 Newsletter

By Danette Scherer, MSN, RN, CCRN
Nurse Educator, Quality Management Coordinator
University of Arkansas for Medical Sciences

Prepare yourself for some mind bending, belief shattering insights. These truths I share with you are a part of my personal growth journey that began in February 2021 when I was hired as a nurse educator with the Arkansas Geriatric Education Collaborative (AGEC). When I went through nursing school, almost 30 years ago, the curriculum did not include specific geriatric education. There were specific classes that focused on mental health, maternity and pediatrics. But we were not provided specific education focused on gerontology.

Growing up I had minimal exposure to older people. My parents were older when I was born, and they were also born to parents that were older. “Late in life baby” is a term commonly used for parents older than 35. My extended family had already passed on by the time I came around. The only “old folks” I knew were my own parents. As a daughter of a military pilot, I grew up in many underdeveloped countries where the life expectancy was short, nutrition was poor, and access to medical care was scarce or nonexistent. Therefore, learning about and from older adults was not part of my initial nursing education or my early life.

So I imagine what you must be thinking. How does somebody, especially a nurse, get through to middle age with limited exposure to old people? Well, my knowledge of “older adults,” as I’ve learned to call them was quite limited. I was in my twenties and a brand-new nurse, a volatile combination I might add, and my only knowledge of geriatric patients was from caring for them in the ICU. Even being an ICU nurse for 28 years, the only thing that I truly knew about geriatrics was that old people got sick, they came to the ICU, and they died. They all seemed to be delirious, demented, and/or combative. Their families were also very difficult, uninformed, and not accepting of the fact that death is a natural process and that we are all designed to die. I believe this was because of fear and lack of information.

I seldom recall any family of an older adult that did not want all life prolonging treatments to be provided to their loved one. Their experience of having a parent in the ICU was the very first time they realized that at some point, their parents would succumb to bodily failure and death. We participated in activities of care that for many of these patients, seemed far beyond heroic; however, they were the “norm”, they may have also been a substitute to the real conversation everyone was ignoring, death. Advanced care planning, as we know it today, did not exist in most situations. Most healthcare providers and families ignored and even fought the inevitability of death. In hindsight, contemplating what I’ve seen and what the families may have observed, I can’t help but wonder why we did “that” to patients at the end of their life. Very few or any of us would agree to spend their last moments having all of that done to their body. I think this is especially true for older adults. Over time my scrubs transitioned from a work uniform, to battle fatigues. And oh my, I was fatigued by this battle. My heart broke and bled nearly every shift, and fear rushed over me when I thought this was to be my fate as well. To be a frail old person and to endure the trauma of life prolonging interventions.

So here’s what I’ve learned and where the mind bending, belief shattering insights come into play. Since joining the AGEC at UAMS and working with the Thomas and Lyon Longevity Clinic, I have ultimately been enrolled in what I’m calling an intensive learning residency in gerontology. I have learned there is such a thing called “healthy aging.” There is hope and people can actually age well. When I started in the Institute on Aging, the very first day there were all of these older adults exercising in the halls and moving about like humming birds. I simply didn’t know what to make of this. I’d never seen such things before in my life! I was bombarded with the visual images of older adults moving about and just living and loving life! This was a shock to my known experiences. I wondered, do such strange sights pose a threat to my way of thinking? Well, it sure did challenge my paradigm and my belief system about aging in a good way. Seeing these active older people was inspirational and gave me hope for myself and for all older adults!

Reflecting back on my 28 years of ICU experience, I realize that when I was taking care of older adults in the ICU, I was giving excellent ICU care. However, I also now realize that I was not giving excellent geriatric care. From now on when I am trusted with the care of an older adult, I will be giving excellent care that focuses on the specific needs of that person and where they are in life, paying extra special attention to what matters most to that individual. I will actually ask them “What Matters Most?” to you. I will work with the interdisciplinary team to ensure that Age-Friendly medications are prescribed. I will make every effort to identify signs and symptoms of dementia and treat and prevent delirium and depression, and not just assume all older adults will be depressed or get dementia at some point. I will promote mobility and movement to prevent the accelerated deconditioning that the older adult experiences. I will practice Age-Friendly Healthcare and employ all of the 4Ms: What Matters, Medication, Mentation, and Mobility. For all of these epiphanies, I am grateful. I know my intensive learning experience in Gerontology will follow me in every facet of my nursing practice and life and I am excited to share what I have learned with others.