Affiliations: [a] School of Allied Health, University of Limerick, Limerick, Ireland
| [b] Swinford Health Centre, Swinford, Ireland
| [c] Castlebar Primary Care Centre, Castlebar, Ireland
| [d] Sacred Heart Hospital, Castlebar, Ireland
| [e] School of Allied Health, Ageing Research Centre, Health Research Institute, University of Limerick, Limerick, Ireland
Correspondence:
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Corresponding author: Nicola O’Malley, School of Allied Health, Ageing Research Centre, Health Research Institute, University of Limerick, Limerick, Ireland. E-mail: Nicola.OMalley@ul.ie.
Abstract: BACKGROUND:Falls have a detrimental effect on Ireland’s ageing population and result in a significant personal and healthcare cost burden. Evidence-based falls prevention programmes reduce the harmful effects of falls. The Covid-19 pandemic disrupted in-person programme delivery and necessitated a shift to telerehabilitation. The feasibility and acceptability of falls prevention telerehabilitation needs further investigation. OBJECTIVE:The objective of this study was to explore the opinions of participants and physiotherapists about a falls prevention telerehabilitation programme, and identify key barriers and facilitators to improve the quality of future similar programmes. METHODS:A qualitative study design was used, 13 semi-structured one-to-one telephone interviews (n = 11 participants, n = 2 physiotherapists) were performed. Data were coded and thematic analysed. RESULTS:Four inter-related themes were identified: technical considerations for change in mode of programme delivery to online and blended; facilitators and barriers for effective delivery of the online and blended programmes; factors promoting programme engagement and progress; significance of supportive interpersonal relationships. CONCLUSIONS:Participants and physiotherapists reported improvements in strength, balance and confidence, and willingness to continue the exercises long-term. Telerehabilitation had some advantages over in-person including flexibility and convenience; however, these gains must be considered against the drawbacks of less social interaction and group cohesion. Key insights identified regarding satisfaction with the technology, format and delivery can be used to improve the quality of future online and blended programmes.
