CONNECT for Better Falls Prevention in VA Community Living Centers (CONNECT)

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details. Identifier: NCT00836433
Recruitment Status : Completed
First Posted : February 4, 2009
Results First Posted : October 30, 2014
Last Update Posted : April 24, 2015
Duke University
Information provided by (Responsible Party):
VA Office of Research and Development

February 2, 2009
February 4, 2009
October 9, 2014
October 30, 2014
April 24, 2015
February 2010
October 2011   (Final data collection date for primary outcome measure)
Fall-related Process Measures [ Time Frame: 6 months ]
The proportion of applicable fall quality indicators documented for residents with falls during the study period. Quality indicators are specific fall risk assessment or prevention activities including orthostatic blood pressure assessment, vision assessment, environmental modification (bedroom, bathroom), footwear change, physical or occupational therapy referral, psychoactive medication reduction.
fall-related process measures, fall rates [ Time Frame: 6 months ]
Complete list of historical versions of study NCT00836433 on Archive Site
Change in Facility Fall Rates [ Time Frame: 6 months ]
Change in the risk-adjusted facility fall rates in the 6 months post intervention(s) compared to the 6 months before the intervention(s).
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CONNECT for Better Falls Prevention in VA Community Living Centers
CONNECT for Better Falls Prevention in VA Community Living Centers
This is a randomized trial of 2 nursing home staff educational approaches to reduce falls in VA nursing home (CLC) residents. One is a traditional falls education program using web-based modules, feedback of quality indicators, and meetings with influential peers. The other is a 12 week program that trains staff to form better connections and use effective communication strategies with a diverse network of co-workers, so that problem solving about resident problems is enhanced. The study will test whether the second intervention increases the effectiveness of the traditional falls education program.


The current standard to improve resident outcomes in VA nursing homes combines educational programs and quality improvement processes. These educational programs typically focus on individual staff members' behavior and mastery of content, and use such instructional techniques as didactic modules, audit and feedback of individual performance, and academic detailing by influential peers. However, social constructivism theory and complexity science suggests that learning is a social process that occurs within the context of the relationships and interactions of the individual in their environment. Thus, traditional QI educational programs will not result in optimal changes in staff behavior unless a context is present which allows social learning to occur.


Based on social constructivist theory, complexity science, and prior research we have developed an educational intervention (CONNECT) that teaches staff to improve connections within and between disciplines, improve information flow, and seek out cognitive diversity in problem-solving about resident issues. The objectives of this study are to: (a) determine whether CONNECT improves staff interaction measures, fall-related process measures, and fall rates when combined with standard training on fall risk factor reduction, and (b) use the insights gained about social constructivist learning in CLCs to develop other educational interventions that address multi-factorial geriatric syndromes and system issues such as patient safety in VA nursing homes.


To achieve these objectives we are conducting a randomized, controlled, single-blind study in which nursing homes receive either CONNECT plus a falls QI educational intervention (FALLS) or FALLS alone. Four VA CLCs in VISN-6 will participate, with an estimated n=144 participating staff members, and n=340 unique individuals with falls. The CONNECT intervention will be delivered over 3 months, and includes interactive in-class learning sessions, unit-based mentoring, and relationship mapping, all focused on helping staff build networks and relationships for problem-solving. The FALLS intervention will be delivered over 3 months either alone or after the CONNECT intervention. It includes web-based modules, audit and feedback, and academic detailing, all focused on individual fall reduction behaviors. Measurement is performed prior to intervention (all measures), at the conclusion of intervention (staff interaction measures, work environment measures, and social constructivist learning focus groups), and 6 months after the intervention (fall-related process and outcome measures). Analysis will use mixed models to account for the complex nesting of patients and staff within facilities.


Funding will begin on August 1, 2009 with anticipated intervention start time of January, 2010.

Phase 3
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single (Outcomes Assessor)
Primary Purpose: Health Services Research
Accidental Falls
  • Behavioral: CONNECT educational intervention
    The CONNECT educational intervention is a training program for staff to improve communication with a more dense network of co-workers, in order to improve resident problem-solving. Includes in class sessions, group and individual mapping exercises, self-monitoring of interactions, and individual staff coaching.
  • Behavioral: FALLS educational intervention
    FALLS is a traditional falls quality improvement education program including online modules, audit and feedback, and academic detailing sessions
  • Active Comparator: FALLS only
    Traditional falls educational intervention, including self-study modules, audit and feedback, falls team training, academic detailing, and toolkit.
    Intervention: Behavioral: FALLS educational intervention
  • Experimental: CONNECT and FALLS
    CONNECT educational intervention is designed to improve relationship-building and communication. The intervention includes 2 in-class session, group mapping exercise, individual relationship mapping exercises, Self-monitoring of interactions, individual staff coaching sessions. FALLS is a traditional falls educational intervention, including self-study modules, audit and feedback, falls team training, academic detailing, and toolkit.
    • Behavioral: CONNECT educational intervention
    • Behavioral: FALLS educational intervention

*   Includes publications given by the data provider as well as publications identified by Identifier (NCT Number) in Medline.
August 2012
October 2011   (Final data collection date for primary outcome measure)

Inclusion Criteria:

  • All clinical and support staff in participating VA Community Living Centers

Exclusion Criteria:

  • Inability to speak and understand English
Sexes Eligible for Study: All
Child, Adult, Older Adult
Contact information is only displayed when the study is recruiting subjects
United States
EDU 08-417
Not Provided
Not Provided
VA Office of Research and Development
VA Office of Research and Development
Duke University
Principal Investigator: Cathleen S. Colon-Emeric, MD Durham VA Medical Center, Durham, NC
VA Office of Research and Development
October 2014

ICMJE     Data element required by the International Committee of Medical Journal Editors and the World Health Organization ICTRP