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Community Organization

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The creation of a community based program that address fall in the older adults will play an important role in the well-being of the residents in our community. This program will address the main factors that directly affects this public health issue and promote better practices for everyone. Some of those factors are mobility and balance issues that are a normal part of the aging process, as well as conditions such as strokes and arthritis that influence mobility and balance as well. These adults are also exposed to vision changes and in some cases vision loss. Another important factor is environmental hazards such as poorly designed spaces, clutter, and poor lighting among others. Side effects of the many medications that these individuals have to take can also play an extremely important paper in the fall prevention in this sector of the community (National Center for Injury Prevention and Control,2008). With this program we intend to increase awareness of fall prevention in Kent County, development of an integral and multidisciplinary fall prevention program, development of community partnerships to involve and move organizations and individuals’ resources towards the improvement of this issue. The main components of this programs includes: education, exercise programs, medication review, vision assessment and vision correction, home safety assessment, and strengthening of social network.
Education
The first approach that the program will take to address the issue in consideration is to engage the subjects in health promotion and education programs. The difference with other programs is that the education will be provided by peer educators. Peer educators have been used in other community based programs around the world. According to Vernon (2010) this system was used as an effective strategy in the North Coast of Australia and then replicated it in few other places. The use of peer educators can not only bring a cost effective solution, but also an effective way to reach certain individuals in the community that may be hard to talk to. These peer educators will provide information in an ongoing basis by providing one-on-one encounters. These peer educators will receive training prior to the program go-live date. The training will be provided by health professionals in the community such as occupational therapists, health promotion workers and clinicians. The education will be divided into two sessions. The first part of the session will include the delivery of information to the members of the community as a general audience. At the end of the session the educators will provide them with culture sensitive information such as home safety checklist, and other available resources in the community. The second part will include informal conversations, and gatherings where the educators will be able to spend more time with the subject and deliver the information in a more informal way as well as receive feedback from them that could be incorporated to improve the outcomes of the program.

. The peer educators were generally adept at changing their delivery style, some enthusiastically doing demonstrations such as how to get up off the floor following a fall, although for several the more formal structured delivery style was one they felt more comfortable with. A policy was to send two peer educators together but this was not always possible if there was only one native speaker. The peer educators were supported by a debriefing after each session and there were regular support meetings.
In 2008 there have been 61 talks, 35 of which have been to culturally and ethnically
Exercise Program
Medication Review
Vision Assessment and Vision Correction
Home Safety Assessment
Social Network Strengthening

References
National Center for Injury Prevention and Control (2008). Preventing Falls: How to Develop Community-based Fall Prevention Programs for Older Adults. Centers for Disease Control and Prevention. Retrieved from
Vernon, S. (2010). Reflections on a falls prevention peer education project. Journal of Interprofessional Care, 24(1), 119-121. doi:10.3109/13561820902922546

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