Community-Based Stroke Recognition Education and Response: An Evidence-Based Intervention Project.

Area of Science:

• Public Health
• Community Health Education
• Stroke Prevention

Background:

• Stroke significantly impacts mortality and disability in the U.S.
• Community-based educational interventions are crucial for public health.
• The American Heart Association/American Stroke Association (AHA/ASA) provides vital stroke curriculum.

Purpose of the Study:

• To evaluate the effectiveness of public stroke education using the AHA/ASA's Face, Arm, Speech, Time (FAST) curriculum.
• To assess stroke symptom recognition and response among senior center participants.
• To examine the impact of community-based stroke education on emergency response activation.

Main Methods:

• An evidence-based intervention project guided by Dorothea Orem's Self-Care Deficit Theory.
• Master's students delivered the AHA/ASA FAST curriculum to 62 senior adults across three central Connecticut senior centers.
• Post-intervention teach-back sessions assessed participant learning and comprehension of stroke symptoms.

Main Results:

• 87% of participants could accurately recall and teach back the four components of the FAST curriculum.
• The educational intervention significantly increased participants' awareness of stroke signs and symptoms.
• Participants demonstrated a greater willingness to activate the 911 emergency system post-intervention.

Conclusions:

• The FAST curriculum is an effective and engaging tool for community stroke education.
• Community-based educational interventions empower older adults to recognize and respond to stroke symptoms.
• Increased stroke symptom awareness and willingness to seek emergency care are achievable outcomes in community settings.