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. Integrating moving and handling guidelines into practice: a case Otago study in an educational context. Ally Calder, Dr Hilda Mulligan & Sandy Ferdinand School of Physiotherapy Centre for Physiotherapy Research
- 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. Clinical Educator Role Guide and support the clinical education of final year physiotherapy students in order to achieve autonomous decision making in the clinical environment.
- 4. Donaghy & Morss (2000) Effective Clinical Decision Making Professional Propositional Personal Craft Knowledge Knowledge Knowledge CONCEPTS CONTEXT CUES
- 5. CONCEPTS CONTEXT CUES PLAN REFLECT THE REFLECTION MODIFY CLINICAL DO IN ENCOUNTER ACTION REFLECT MODIFY
- 6. The Case
- 7. What went wrong? CONCEPTS CONTEXT CUES PLAN REFLECT THE REFLECTION MODIFY CLINICAL DO IN ENCOUNTER ACTION REFLECT MODIFY
- 8. Curriculum Objectives: Safe moving & handling •Demonstrate safe moving and handling of people taking into account safety, analysis of movement and use of equipment •NZ ACC moving and handling guidelines
- 9. Curriculum Objectives: Movement Analysis •Identify critical components of movement. •Analyse the implications for moving and handling
- 10. What went wrong? CONCEPTS CONTEXT CUES PLAN REFLECT THE REFLECTION MODIFY CLINICAL DO IN ENCOUNTER ACTION REFLECT MODIFY
- 11. Strategies Placed student in a highly supportive CONTEXTUAL environment.
- 12. Strategies Revisited the CONCEPTS of: • risk analysis using the LITEN UP approach • analysis of movement
- 13. LITEN UP Approach Technique: 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
- 15. Strategies Applied a MASTER – APPRENTICE model of learning.
- 16. Master – Apprentice Model Coaching Articulation Exploration Modelling Scaffolding Reflection Collins et al (1989)
- 17. Outcome
- 18. Conclusion The LITEN up approach, along with other strategies can be used strategically to assist physiotherapy students to move and handle people safely in an authentic contextual learning environment.
- 19. Questions? Otago School of Physiotherapy Centre for Physiotherapy Research