• K Rockwood, S Cosway, P Stolee, D Kydd, D Carver, P Jarrett, and B O'Brien.
• Division of Geriatric Medicine, Dalhousie University, Halifax, Nova Scotia, Canada.
• J Am Geriatr Soc. 1994 Mar 1;42(3):252-6.

ObjectiveTo determine if an educational intervention aimed at house staff will increase knowledge about and recognition of delirium.DesignBefore/after study, with blinding of participants to the intent of the study.SettingUniversity hospital in Halifax, Nova Scotia.PatientsOne hundred eighty-seven control patients, seen as consecutive admissions of elderly patients (65 + years) to the General Medicine services of the Victoria General Hospital prior to the educational intervention, and 247 patients seen thereafter.InterventionEducational intervention at grand rounds, housestaff rounds, sign-in rounds, and bedside teaching.MeasurementsRecognition of delirium in the admitting history or progress notes, Confusion Assessment Method (CAM) as recorded by nurses, diagnosis of delirium by independent study physicians using DSM-IIIR criteria and the Trzepacz Delirium Symptom Rating Scale.ResultsPrior to the intervention, delirium or acute confusion was diagnosed in 3% of patients; after the intervention, delirium or acute confusion was diagnosed in 9% of patients (P < 0.01). Other abnormalities in mental state were noted in 8.5% of admissions prior to the intervention, and 15.6% of admissions after the intervention. After the intervention there was a significant difference in the proportion of patients in whom a mental status questionnaire had been carried out and in whom there was formal comment on various aspects of the mental state. The nursing CAM had a sensitivity of 0.68 and a specificity of 0.97.ConclusionsA simple educational intervention aimed at house staff appears to be effective in changing house staff behavior. Improved recognition of delirium may lead to better patient outcomes.

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