Cognitive Dissonance of Students Between Falls Prevention Evidence and Strategies

Abstract

Introduction: Health professional students may commonly encounter cognitive dissonance when they leave university and enter clinical placement. The primary aim was to understand if education and placement impact health professional student's knowledge of falls prevention evidence base. Theoretical Framework: The research design was a repeated-measure, pre-post workshop intervention, followed postplacement, intervention design. It was nested within a cluster, cross-over randomized controlled trial, and utilized data only from intervention group participants from the broader trial who were exposed to the education intervention. Methods: This was a repeated measures design. Health professional ..