Integrating moving and handling        guidelines into practice: a caseOtago        study in an educational context.      ...
Overview of Programme• 4 year degree programme• 1st 3 years largely theoretical & skills based  learning.• Final year = in...
Clinical Educator RoleGuide and support the clinical educationof final year physiotherapy students inorder to achieve auto...
Donaghy & Morss (2000)                         Effective Clinical                         Decision Making                 ...
CONCEPTS            CONTEXT      CUES             PLAN             REFLECT              THE             REFLECTIONMODIFY  ...
The Case
What went wrong?CONCEPTS            CONTEXT      CUES             PLAN             REFLECT              THE             RE...
CurriculumObjectives: Safe moving & handling•Demonstrate safe moving and handling of peopletaking into account safety, ana...
CurriculumObjectives: Movement Analysis•Identify critical components of movement.•Analyse the implications for moving and ...
What went wrong?CONCEPTS            CONTEXT      CUES             PLAN             REFLECT              THE             RE...
StrategiesPlaced student in a highly supportiveCONTEXTUAL environment.
StrategiesRevisited the CONCEPTS of:   •   risk analysis using the LITEN UP approach   •   analysis of movement
LITEN UP ApproachTechnique: Sit - Stand       •   Co-operate & follow instructions but this is variable       •   Unable t...
StrategiesVideo analysis
StrategiesApplied a MASTER – APPRENTICE model of learning.
Master – Apprentice Model                Coaching       Articulation     ExplorationModelling              Scaffolding    ...
Outcome
ConclusionThe LITEN up approach, along withother strategies can be usedstrategically to assist physiotherapystudents to mo...
Questions?Otago        School of Physiotherapy        Centre for Physiotherapy Research
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Integrating moving and handling guidelines into practice: a case study in an educational context

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Allyson Calder
Clinical Educator, School of Physiotherapy,
University of Otago
(P41, Thursday, NZI 4 Room, 12-12.30)

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Integrating moving and handling guidelines into practice: a case study in an educational context

  1. 1. Integrating moving and handling guidelines into practice: a caseOtago study in an educational context. Ally Calder, Dr Hilda Mulligan & Sandy Ferdinand School of Physiotherapy Centre for Physiotherapy Research
  2. 2. Overview of Programme• 4 year degree programme• 1st 3 years largely theoretical & skills based learning.• Final year = integration of theory & skills into practice.
  3. 3. Clinical Educator RoleGuide and support the clinical educationof final year physiotherapy students inorder to achieve autonomous decisionmaking in the clinical environment.
  4. 4. Donaghy & Morss (2000) Effective Clinical Decision Making Professional Propositional Personal Craft Knowledge Knowledge Knowledge CONCEPTS CONTEXT CUES
  5. 5. CONCEPTS CONTEXT CUES PLAN REFLECT THE REFLECTIONMODIFY CLINICAL DO IN ENCOUNTER ACTION REFLECT MODIFY
  6. 6. The Case
  7. 7. What went wrong?CONCEPTS CONTEXT CUES PLAN REFLECT THE REFLECTIONMODIFY CLINICAL DO IN ENCOUNTER ACTION REFLECT MODIFY
  8. 8. CurriculumObjectives: Safe moving & handling•Demonstrate safe moving and handling of peopletaking into account safety, analysis of movementand use of equipment•NZ ACC moving and handling guidelines
  9. 9. CurriculumObjectives: Movement Analysis•Identify critical components of movement.•Analyse the implications for moving and handling
  10. 10. What went wrong?CONCEPTS CONTEXT CUES PLAN REFLECT THE REFLECTIONMODIFY CLINICAL DO IN ENCOUNTER ACTION REFLECT MODIFY
  11. 11. StrategiesPlaced student in a highly supportiveCONTEXTUAL environment.
  12. 12. StrategiesRevisited the CONCEPTS of: • risk analysis using the LITEN UP approach • analysis of movement
  13. 13. LITEN UP ApproachTechnique: Sit - Stand • Co-operate & follow instructions but this is variable • Unable to communicate L • Small in size • Extensor muscle tone present on standing • Panic attacks • Understands the procedure for sit - stand I • No physical limitation • Performed task numerous times before T • Some lifting assistance may be needed depending on co- operation level • Space for the transfer to occur is sufficient E • Other patients moving around the room
  14. 14. StrategiesVideo analysis
  15. 15. StrategiesApplied a MASTER – APPRENTICE model of learning.
  16. 16. Master – Apprentice Model Coaching Articulation ExplorationModelling Scaffolding ReflectionCollins et al (1989)
  17. 17. Outcome
  18. 18. ConclusionThe LITEN up approach, along withother strategies can be usedstrategically to assist physiotherapystudents to move and handle peoplesafely in an authentic contextuallearning environment.
  19. 19. Questions?Otago School of Physiotherapy Centre for Physiotherapy Research

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