Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
208 Cards in this Set
- Front
- Back
|
Define body mechanics |
using ones body to produce motion. Motion that is safe, efficient, effective, and preventive |
|
|
Explain why the utilization of proper body mechanics is important? |
it better protects the health care worker, the patient, the family, the people you work with. Conserving energy so there is less wear and tear on the body. |
|
|
List the common causes of back problems |
-poor posture -stress -poor work habits -people lifting improperly -sitting incorrectly -repetitive sustained microtrauma -poor flexibility |
|
|
define gravity |
the downward pull that the Earth exerts on objects and is a constant factor in our lives. -effects everything you do. Fight gravity to stand up and to hold head up |
|
|
Define friction |
the resistance to relative motion. -exists anytime you have two objects in contact with one another. Can be optimal, excessive or inadequate |
|
|
Define center of gravity |
the point where the mass of the object/being is centered. -in human being: slightly anterior to S2 |
|
|
Define base of support |
area on which an object rests. Provides support for the object |
|
|
Define lordosis |
inward curve of the lower part of the back (cervical and lumbar)
|
|
|
define kyphosis |
outward curve of the thoracic and sacral |
|
|
define vertebra |
building blocks of the spine stacked on top of one another separated by inter-vertebral discs. |
|
|
define intervertebral disc |
consists of the nucleus pulposus and the annulus. separates the vertebrae |
|
|
define nucleus pulposus |
inner jelly like center of the intervertebral disc |
|
|
define annulus |
outer rings, cartilage like substance that surrounds the nucleus pulposus |
|
|
define trunk and neck flexion |
bending forward |
|
|
define trunk and neck extension |
bending backward |
|
|
list components of proper posture and body control |
-try to maintain normal curves of the back -avoid slouching -sit back in chair -have trunk over bottom -head over rest of body -avoid being in one position too long -avoid being twisted |
|
|
list the principles of proper body mechanics |
-mentally and physically plan for activity -position yourself close to object -center of gravity close to the base of support -have a wide base of support -keep center of gravity of object/person close to you -be efficient -avoid awkward positions for long periods -don't do something that you don't think you can do safely |
|
|
discuss proper lifting techniques |
-keep a wide center of gravity -squat and keep upper body straight -keep object close to you -lift with major muscles in the back, abdomen and legs |
|
|
discuss common causes of incidents related to safety in the health care environment |
-improperly functioning equipment -poorly maintained equipment -physical setting with hazardous obstacles -inadequate personal in relation to the number of clients -lack of knowledge -patients who are very old or young -patients who are debilitated, confused, disorientated, or mentally/emotionally impaired |
|
|
List safety recommendations that when adhered to can produce a safer environment |
-think before you act, anticipate someones needs -wash hands -keep areas free of unused equipment -maintain equipment -don't leave patients unattended -use bed rails and other items that might constrict a patients movement according to protocol -if it rolls and has a lock on it: LOCK IT -know how to use equipment -be familiar with protocols and codes |
|
|
list the factors affecting the selection of an appropriate wheelchair |
-cost -if patient has all limbs -patients height and weight -patients disabilitiy and functional ability -patients age -how patient is going to use it -if patient is going to engage in extra activities -patient transfer needs -patients ability to transport chair -temporary vs. permanent use of chair |
|
|
List the standard wheelchair measurements for proper fit |
-Seat Height -Seat Depth -Seat Width -Seat-back Height -Armrest height |
|
|
Discuss seat height in relation to proper fit of a standard wheelchair |
Affects many functional activities like the ability to eat and work at standard height tables and desks. Also affects the ability to use the lower extremities to propel the wheelchair -Adult standard: 18-20.5 inches |
|
|
Discuss seat depth in relation to proper fit of a standard wheelchair |
The most critical measurement for pelvic position and is also the most common measurement for error because the upper leg length varies according to how the patient is sitting. -Adult standard: 16-18 inches |
|
|
Discuss seat width in relation to proper fit of a standard wheelchair |
Measurement take of the widest aspect of the patient's buttocks, hips or thighs while taking into account the patient's customary clothing. the wider the seat the hard it is to propel chair and to navigate through small spaces -Adult standard: 14-18 inches |
|
|
Discuss seat-back height in relation to proper fit of a standard wheelchair |
The height of the seat back determines the level of postural support provided to the patient. -Adult standard: as required |
|
|
Discuss armrest height in relation to proper fit of a standard wheelchair |
measurement taken from seat of the chair to the olecranon process with the patient's elbow flexed to 90 degrees. -Adult standard: 5-12 inches |
|
|
Define reclining wheelchair |
A wheelchair that has a high back, can recline and is good for low blood pressure |
|
|
Define semi-reclining wheelchair |
doesn't recline all the way back but to about a 30 degree angle |
|
|
Define full-reclining wheelchair |
reclines to flat so a 90 degree angle |
|
|
define externally powered wheelchair |
battery operated chair that can be operated by hand, chin, tongue, or breath control |
|
|
Define sport chair |
for basketball, bike, etc. Has a lower seat and back, is light weight, and has angled wheels |
|
|
define fixed chair |
doesn't fold up |
|
|
define folding chair |
folds to store easily |
|
|
define bloodborne pathogen |
microorganisms present in human blood that can cause a disease in humans |
|
|
define host |
person that the microorganism will enter |
|
|
define incubation |
the time the microorganism grows inside the host |
|
|
define communcation |
when the microorganism can be transported from the host to another person and the cycle can be perpetuated. |
|
|
define portal of entry |
a way into the body like a break in the skin, mouth, reproductive tract, or GI tract |
|
|
define susceptible host |
a persons immune system is compromised and they couldn't destroy, repel, or ward off the microorganism |
|
|
define incubation period |
period of time between invasion by pathogen and the onset of symptoms |
|
|
define communicable period |
period of time during which the host is shedding organisms that can infect another person |
|
|
define window period |
period of time between invasion by a pathogen and when the presence of the pathogen can be detected by testing |
|
|
define opportunistic infection |
an infection caused by microbes commonly present in our environment that usually does not make a healthy person ill |
|
|
define nosocomical infection |
an infection that someone acquires in a hospital or a health care environment that usually does not make a healthy person ill |
|
|
define universal precautions |
guidelines for prevention of employee and the patients served exposure to bloodborne pathogens, developed by OSHA |
|
|
define standard precautions |
More extensive than the universal precautions, developed by the CDC in Atlanta. -newer guidelines |
|
|
define medical asepsis |
a practice that helps prevent the spread of microorganisms |
|
|
define surgical asepsis |
a practice that keeps objects and area free of all microorganisms |
|
|
define decontamination |
cleaning in such a way you remove or destroy any bloodborne pathogens to the point they are no longer capable of being spread to another |
|
|
define sterilzation |
destroy all forms of microbial life including bacterial spores |
|
|
define disinfection |
just short of sterilization. All forms of microbial life have been destroyed except for some bacterial spores |
|
|
define contact isolation |
precautions used to prevent the spread of diseases that can be spread through contact |
|
|
define droplet isolation |
precautions used to prevent the spread of diseases that can be spread through close respiratory/mucous membrane contact |
|
|
define airborne isolation |
precautions used to prevent the spread of diseases that can be spread through the air |
|
|
define airborne plus contact isolation |
precautions used to prevent the spread of diseases that can be spread though contact and the air |
|
|
define sterile field |
setting up an area/field so that we maintain the sterility of objects contained in that area. |
|
|
describe the exposure risk inherent in the health care industry |
there is substantial risk of contact with people who have a contagious disease Risk of contact with blood, feces, vomitus, saliva, vaginal secretions, perspiration, and other body fluids. Must be careful of needle sticks |
|
|
describe various ways that a microorganisms can leave a host |
-nose. -transport on hands -mouth. -on inanimate objects -ears. -on linens -intestinal tract. -on medical instruments -urinary tract -blood -wounds -vaginal secretions -coughs -sneezes |
|
|
describe various ways that a microorganisms can enter a host |
-break in skin -break in mucus membrane -break in mouth -break in reproductive tract -break in other orifices -break in GI tract |
|
|
List the common nosocomial infections |
-urinary tract infection. -E.Coli -surgical tract infection. -pneumonia -respiratory tract infection. -MRSA -blood stream infection. -VRSA -gastrointestinal tract infection. -VRE -CNS infection: meningitis. -VISA -fungal infections -staphylococcus |
|
|
List the barriers to infection |
-hand washing techniques -mask -gloves -gowns -how to remove PPE and to dispose of them properly |
|
|
Summarize the major dictates of STANDARD PRECAUTIONS |
-assume every patient is infected with a potentially infectious disease -advocate use of eye protection, gloves, protective clothing, face shields, masks, and the use of incubation device during CPR -advises against wearing artificial nails -always wash hands -use caution when disposing of sharps -don not eat, drink, smoke, apply cosmetics or lip balms, or handle contact lenses in a patient care area -report incidents of patient body fluids or waste products |
|
|
What are the various types of isolation procedures? |
-Contact isolation -Droplet isolation -Airborne isolation -Airborne plus Contact isolation |
|
|
Define and explain Contact isolation |
--precautions used to prevent the spread of disease that spread through contact -examples: MRSA, BSA, BRE, diarrhea, lice, scabies -patient would be in private room -have a dedicated room for equipment -Needs to have on gloves and gowns. Both need to be removed before leaving the room |
|
|
Define and explain Droplet isolation |
-precautions used to prevent the spread of disease that spread through close respiratory/mucous membrane contact -examples: mumps, rubella -would have private room -Needs to have on mask |
|
|
Define and explain Airborne isolation |
-precautions used to prevent spread of diseases that spread through the air -examples: measles and TB -must keep door closed as much as possible -Needs to have on a N95 Dust-Mist mask |
|
|
Define and explain Airborne plus Contact isolation |
-precautions used to prevent spread of diseases that spread through both contact and the air -examples: Chicken pox, herpes zoster (shingles) -needs a private room with a negative airflow -Needs to have on a gown, gloves, and a N95 Dust-Mist mask |
|
|
Describe what constitutes a sterile field |
setting up an area/field so that we maintain the sterility of objects contained in the area such as bandages, dressings, instruments for wound care |
|
|
What constitutes contamination of an established sterile field |
-contamination occurs anytime something that is not sterile touches a sterile item. -Don't talk, sneeze, cough, or reach across a sterile field -Never turn your back on the sterile field |
|
|
Name two bloodborne pathogens |
-Hepatitis -HIV |
|
|
Define Hepatitis |
a virus infection of the liver. -most common liver disease in the world -2 of 1000 persons each year are infected |
|
|
What are the types of hepatitis? |
-Hepatitis A -Hepatitis B -Hepatitis C |
|
|
Explain Hepatitis A |
-common in schools, military, places where people congregate -has incubation period of 2-6 weeks -contracted by ingesting foods or water that is contaminated with feces -mild, it runs its course and then 100% get better -self limiting disease -fecal shedding of disease is present before onset of symptoms -there is a vaccine available |
|
|
Explain Hepatitis B |
-incubation period of 2-5 months (avg 2-3 month) -mortality rate of 1-2% -estimated 90% make a full recovery -10% develop chronic Hep B: persistent necrosis of liver tissue for longer than 6 months -there is a vaccine for it -does have a window period |
|
|
How is Hepatitis B spread? |
Through contact with virus through the blood, sexual intercourse, and kissing |
|
|
What are the symptoms of Hepatitis B? |
-weakness -nausea -vomiting -or they can be asymptomatic |
|
|
Explain Hepatitis C |
-Most common form of Hepatitis -transmitted via blood transfusions -transferred to person to person via dirty needles, sexual contact -has chronic and carrier state -incubation period of 2 weeks to 6 months (avg 6-9 weeks) -symptoms similar to Hep B -NO VACCINE, but may give antiviral agents to boost immune system -> treated with glycosteroid-minimize inflammation of liver |
|
|
List some facts about HIV |
-CDC estimates more than 1 million people are living with HIV -1 in 5 of those people dont know they have HIV -over 56,000 people become infected each year -around 18,000 people die each year |
|
|
Define HIV |
-an infection caused by a virus that attacks the immune system. -is now classified as a syndrome |
|
|
What groups have a higher instance of HIV? |
-MSM: men having sex with other men -injection drug users -people of color -people of Hispanic or latino background -heterosexual women -younger people in general |
|
|
What are the types of HIV? |
-HIV1: common in US -HIV2: common in Africa |
|
|
When was HIV first recognized? |
in 1981 by name though it came about before that but it didn't have a name. First seen in chimpanzees and first transmitted to humans when they ate chimpanzee for food |
|
|
How is HIV spread? |
-unprotected sex -multiple sex partners -transmission is heightened if one or both of sexual partners have an STD -people sharing needles, syringes used during illegal drug use activity -baby born to infected mother -unsanitary medical or dental practices -bitten by an HIV infected person -come into contact with body fluids of person infected |
|
|
How is HIV not spread? |
-air -water -via insects -saliva -tears -perspiration -casual contact (kiss on cheek, closed mouth kissing) |
|
|
What is the acute primary progression of HIV? |
-virus enters the body and immediately attacks large numbers of CD4+ cells (white blood cells that are critical to maintaining the immune system) -retrovirus: multiplies rapidly and often; hides in cells -when virus first enters the body, it divides rapidly and typically occurs in lymphatic tissue -70% experience flu like symptoms like fever, headache, fatigue, lymphadenopathy within 3-4 weeks -body begins to fit back after about 6 weeks and the level of virus in the body decreases but they do not go away because it hides in the cells |
|
|
What is the clinical latency of HIV |
-lies dormant in the body's immune system in the cells and is shielding from immune system defense; immune system cant fight it because it can't find it -hides in body and replicates rapidly -person may not have symptoms -several billion new viruses are made each day -destroys billions of T cells and eventually the T cells can't replicate fast enough to fight of the virus |
|
|
Factors that impact the progression of AIDS |
-Strain of HIV (1vs2) -gene mutation -was there initially a high viral load or is there now a high viral load -are they taking medications (ART, HAART) -the physical condition of the person |
|
|
How does HIV progress to AIDS |
-too much of the virus is in the body and has killed enough T-cells that the body can't fight off the infection -only when the person has one opportunistic infection and the CD4+ cells are significantly low -> less than 200 cells per cubic millimeter of blood (supposed to be 800/1200 per cubic mili) |
|
|
What are the symptoms of AIDS |
-rapid weight loss -fever -night sweats -fatigue -lymphadenopathy -problems with the GI system -ulcers or sores in ucous membrane -neurological signs -depression -pneumonia -colored lesions on extremities |
|
|
What is the cure for AIDS and the predicted outcome? |
-no established cure for AIDS -still classified as death but some can be expected to have a full lifespan |
|
|
What is the incubation of HIV |
a few months to 10 years or longer |
|
|
What is the communicable period of HIV
|
3 to 4 weeks post infection (after they have been exposed with the virus) with the organism until death |
|
|
What are the opportunistic infections specific to HIV |
-pneumocystis carinii: parasite that is very common in general environment, presents as phenomena -candida albicans: a white yeast. Oral frush yeast in mouth, yeast infections in women -herpes simplex: virus that causes cold sores in mouth and mucus membranes -herpes zoster: virus that causes chicken pox and shingles -kaposis sarcoma: a vascular malignancy. brownish spots on lower extremities |
|
|
Explain HIV testing and diagnosis |
-blood test that tests for the presence of antibodies -ELISA test: enzyme linked immunosorbent assay. Used initially. a blood test that detects levels of the antibodies that are produced in response to the virus -WESTERN BLOT TEST: conformation test. Checks for antibodies |
|
|
What is the window period for HIV |
Average 2-8 weeks but can be as long as 6 months |
|
|
What are the rules regarding testing? |
-CDC has suggested guidelines for testing -testing is optional and persons are never to be pressured to undergo testing -Health care workers can suggest testing -if someone is tested and the test is negative the results can be given over phone -if the test is positive there must be a face to face meeting -results become apart of the medical records -if positive result it is reported to the health department |
|
|
What is the treatment for HIV infection? |
-AZT is used to treat virus -provided counseling to deal with diagnosis and to take care of themselves and how to modify their behaviors so they do not pass the disease to someone else -vaccines against the flu, shingles -saquinavir and ritonavir are used to fight virus - to date there are 31antiviral drugs approved to treat HIV |
|
|
Ways to sterilize |
-steam under pressure or very hot steam -gassed -soaked in solution |
|
|
Ways to disinfect |
-hot water pasteurization -1/4 cup bleach per gallon of water |
|
|
When do you need to wash your hands? |
-before and after patient care -before and after contact with wounds, dressings, any kind of specimen, bed linens, protective clothing -after any contact with body secretions -before and after going to the bathroom -after you sneeze, cough, or blow nose -before putting on gloves and after you take them off -before and after eating |
|
|
describe hand washing for medical asepsis |
-30 to 60 seconds -remove all jewelry except wedding band -turn on water and adjust to warm -wet hands and wrist -keep hands level and pointed down -apply soap: liquid soap if possible -wash palm, dorsum, interlace fingers, wash each figner, and wrist -rinse to get soap off -leave water running and get paper towel to dry off and to turn off sink |
|
|
describe hand washing for surgical asepsis |
-7 minutes -remove all jewelry -approach sink with arms above sink -wet hands, forearms, and about elbows without touchings the sink -apply liquid soap -was palm, dorsum, fingers, wrist, forearm, and 2/3 inches about elbow -with fingers relaxed and pointed down was elbows first, then forearm, wrist, then hand -dry hands with paper towel or sterile towl |
|
|
What are transmission based precautions |
-prevent a pathogen from transferring to another. -may be protecting yourself from some kind of pathogen |
|
|
define pathogen |
microorganism that can cause a disease. Might exist as a bacteria, fungus, virus, protozoan, parasite, and a prion |
|
|
Where do we typically derive clinical knowledge from?
|
-Tradition (previous experience) -Authority (school, knows someone) -Evidence (what research supports) |
|
|
Define Evidence Based Practice
|
-Evidence Informed Practice -the conscientious, explicit, and judicious use of current best evidence in making clinical decisions in the care of individual patients |
|
|
Why is EBP important?
|
-cost effective for the patient -do what is best for the patient -giving the patient what they truly need -efficiency -legality -its proven that it works -potential harm to patients using practices that aren't proven |
|
|
What is the criteria that makes research credible?
|
-involves a controlled systematic approach to get results that answer the question -if it uses qualitative or quantitative research -its design and how it was executed -if the research article was peer reviewed -is it printed in a professional journal -how relevant the findings were -level of contribution to the body of knowledge -the date of publication |
|
|
What is qualitative research?
|
-looks at the quality of the research -use words to describe and gathered many times by interviews, surveys, or other means |
|
|
What is quantitative research?
|
provided in mathematical terms
|
|
|
Describe the process for gathering established evidence for clinical use in physical therapy
|
-formulate a clinical question -search the literature using key words from the clinical question -read articles and critically evidence, look at how they did the studies -apply evidence to patient and clinic -evaluate the outcome |
|
|
Give examples of the types of clinical questions that lead to research
|
-Pathophysiology behind a given disease or condition -the intervention to manage a given condition -methods to accurately diagnose a condition -patient prognosis |
|
|
What does PICO stand for?
|
-P: patient or subjects -I: intervention or test -C: comparison (can be optional) -O: outcome being assessed |
|
|
Describe the PICO search strategy
|
-organize search so that it is efficient and efficient -think about buzz words that will get you the answers you want -a method to search for evidence |
|
|
List the elements of a typical research article
|
-title -abstract -introduction -method -results -discussion -conclusion -references |
|
|
Describe what title is in a typical research article
|
-tell you exactly what is in the study -can tell you a lot of information |
|
|
Describe what abstract is in a typical research article
|
-short synopsis summarizing the article
|
|
|
Describe what introduction is in a typical research article
|
-usually have a history, tell about what they will do and how they came about the idea
|
|
|
Describe what method is in a typical research article
|
-how they constructed the research, who they did it to, what the rules were, how they selected their subjects
|
|
|
Describe what results is in a typical research article
|
-what they found without giving an editorial, just the facts
|
|
|
Describe what discussion is in a typical research article
|
-something that unusual happened
|
|
|
Describe what conclusion is in a typical research article
|
-look at results and discussion then draw whatever conclusions you can
|
|
|
Describe what references is in a typical research article
|
-sited in article, usually in introduction section
|
|
|
Describe PubMed search engine
|
-Gold standard -a lot of scientific and medical research -used to improve practice with evidence based research |
|
|
Describe CINAHL search engine
|
-cumulative index for nursing and allied health literature -2nd choice when finding evidence -has articles that aren't as scientific |
|
|
Describe Cochrane Collaborative search engine
|
-gold standard for looking for systematic reviews
|
|
|
Describe EXPERIMENTAL research
|
-Gold standard of research -top of the line research, x is better than y -used to determine if a particular intervention causes a specified -must be randomized and controlled -title of article will say randomized/controlled -Cause and effect; if we do this, this happens |
|
|
Describe EXPLORATORY research
|
-not cause and effect -looking at relationship between variables -explore and explain how variables relate to one another -is something predictive of something else happening; as one goes up the other goes down |
|
|
Describe DESCRIPTIVE research
|
-no experimental -objectively describes characteristics, behaviors, or responsive of a group of subjects but never attempts to predict an outcome or determine a cause -involves some kind of questionnaire, survey, interview |
|
|
Define hypothesis
|
-the big research question we are asking in the first place -a question/purpose statement usually starts a research article -attempts to offer a prediction |
|
|
Define null hypothesis
|
-states that there will be no difference between the groups or variables
|
|
|
Define research hypothesis
|
-suggests there will be a difference between the groups or variables
|
|
|
What are some methods used to select the subjects for a research study?
|
-random sampling -systematic sampling -clusters -convenience -snowball sampling |
|
|
Define random sampling
|
-everyone has an equal chance of being included
|
|
|
Define systematic sampling
|
-organized in group like a student ID number
|
|
|
Define clusters sampling
|
-geographic clustering
|
|
|
Define convenience sampling
|
-have volunteers
|
|
|
Define snowball sampling
|
-small sample (volunteers) then recruits come by word of mouth
|
|
|
Define INDEPENDENT VARIABLE
|
-the variable that is purposely manipulated by the researcher -the type of treatment -the cause |
|
|
Define DEPENDENT VARIABLE
|
-the variable that is of primary interest in the study -the effect |
|
|
Define CONTROL/COMPARISON GROUP
|
-a group of subjects that pretty closely resemble the experimental group but who do not receive the experimental treatment. -might get no treatment, might be placebo |
|
|
Define CROSS-SECTIONAL
|
-collects outcome data once at a given point of time
|
|
|
Define LONGITUDINAL
|
-collection of outcome data is repeated over a period of time -collected more than once in a period of time |
|
|
What are the two time frames used in research?
|
-Cross sectional -longitudinal |
|
|
Define VALIDITY
|
-looking at something and assessing that it measures what it is supposed to measure
|
|
|
What are the different types of validity
|
-sensitivity -specificity |
|
|
Define sensitivity
|
-proportion of patients with a disorder that test positive. A test can correctly identify every person that has a disorder has a sensitivity of 10
|
|
|
Define specificty
|
-proportion of patients without the disorder that test negative. A test can correctly identify every person who does not have the disorder has a specificity of 10
|
|
|
Define RELIABILITY
|
-concepts that refers to a test being free of error -a test is reliable if it produces precise, accurate, and reproducible results |
|
|
Define INTERRATER RELIABILITY
|
-between two people -can two or more examiners repeat a test consistently |
|
|
Define INTRARATER RELIABILITY
|
-one person -can the same single examiner repeat a test consistently |
|
|
Define TRUE POSITIVE
|
-the test indicates the person has the disease and this is confirmed by the gold standard
|
|
|
Define FALSE POSTIVE
|
-clinical test indicates the disease is present but it is not confirmed by the gold standard
|
|
|
Define FALSE NEGATIVE
|
-clinical test indicates the absence of the disease but the gold standard test shows that the disease is present
|
|
|
Define TRUE NEGATIVE
|
-clinical test and the gold standard test agree that the disease is absent
|
|
|
What is the P-value
|
-a measure of statistical significance and as a general rule in order to be statistically significant the p-value needs to be less than .05 (less than 5 out of 100) -less than a 5% chance that this correlation is occurring just by chance, really do have a cause and effect |
|
|
Define transfer
|
-safe movement of a person from one location or position to another |
|
|
Define prone
|
-laying on stomach
|
|
|
Define supine
|
-laying on back
|
|
|
Define side-lying
|
-laying on right or left side
|
|
|
Define dependent
|
-requires any kind of assistance/help to perform an activity
|
|
|
Define independent
|
-no assistance needed physically or mentally to perform an activity
|
|
|
Define contraindiction
|
-something you are not supposed to do
|
|
|
Define assistance
|
-help that someone needs to complete a task or perform a type of maneuver
|
|
|
What constitutes "bed mobility"
|
-moving up and down in bed -moving side to side in bed -turning over -moving from sitting up to lying down |
|
|
Why is bed mobility important?
|
-a precursor to more advanced activities -important for pressure relief -important in assuming a comfortable position -important in the performance of daily activites |
|
|
What are the important aspects of planning and preparing with respect to patient transfers?
|
-assess the situation -always tell patient what you are going to do and why -always get consent to transfer -make sure patient is dressed properly -think about safety precautions -lock anything that can -remember to use proper body mechanics |
|
|
What should be included when documenting performance of a patient transfer?
|
-include the type of assistance patient required -the level of safety demonstrated -level of consistency of the performance -did they use a walker, cane, etc. -how many helped ex: mod assist x2 |
|
|
Define STANDY-BY assistance
|
-patient can usually perform activity without physical assistance but doesn't perform in a consistent manner and may need help with verbal cuing, problem solving, or need assistance in an emergency situation
|
|
|
Define CONTACT GUARD assistance
|
-patient can usually perform activity but may need assistance with balance or support. You are there if the patient needs physical support
|
|
|
Define MINIMAL assistance
|
-patient can perform at least 75% of the activity without assistance
|
|
|
Define MODERATE assistance
|
-patient can perform at least 50% of the activity, they need more help
|
|
|
Define MAXIMUM assistance
|
-patient can perform less than 25% of the activity, you are having to do a lot of the work to accomplish the task
|
|
|
how is the amount of assistance noted?
|
-tell the type of assistance and how many people helped Moderate Assistance x2 |
|
|
What are the types of transfers? (be able to identify and explain) |
-standing transfer dependent pivot -transfer with sliding board -one person dependent lift -two person dependent lift -three person dependent lift -draw sheet transfer -full length sliding body board -full length inflatable sliding pad |
|
|
Why is patient and family education important to health care/PT?
|
-patient will follow through with activities -patient will be able to ask more questions -Patient will be more active in their health care -promote independence not dependence |
|
|
What do patient/families need to know relative to patient education in health care/PT?
|
-patients condition -structures involved -use street lingo, talk to patient on their level -cause of problem -PT related diagnosis -patient's prognosis -information about planned intervention -estimation of healing time -functional goals |
|
|
What is RICE?
|
Rest Ice Compression Elevation |
|
|
What are the three stages of motor learning?
|
-Cognitive -Associative -Autonomous |
|
|
Describe COGNITIVE motor learning
|
-first step -thinking about what they are doing -when patient is first introduced to task -patient has to concentrate on what they're doing -concerned with what they're supposed to do and how they do it |
|
|
Describe ASSOCIATIVE motor learning
|
-second step -not thinking about every step -beginning to put it together, more consistent -speed is increasing -actions are more automatic |
|
|
Describe AUTONOMOUS motor learning
|
-final step -patient is concerned with doing the task well -patient wants to get better at task -becomes efficient and automatic |
|
|
What are the types of motor tasks?
|
-Discrete -Serial -Continuous |
|
|
Describe DISCRETE motor task
|
-distinct beginning and end to task ex: opening door |
|
|
Describe SERIAL motor task
|
-consist of a series of discrete movements that are combined
|
|
|
Describe CONTINOUS motor task
|
-motor activity that is repetitive, no distinct beginning and end ex: walking |
|
|
What is an OPEN TASK?
|
-unpredictable environment, not just one way to do it. -Patient has more options -patient has to do cognitive processing (make decisions) -higher level functions |
|
|
What is a CLOSED TASK?
|
-occurs in a predictable fashion -know what is going to happen -allow patient to evaluate environment -simpler task ex: drinking from cup |
|
|
Verbalize tips for enhancing motor skill learning
|
--skill level is appropriate for the task the patient is doing -patient has to understand the expectations -how to be some independent problem solving -challenge has to be at right level |
|
|
Describe PART PRACTICE
|
-take an activity and break it down into its components -patient practices one component at a time and then put together later on |
|
|
Describe WHOLE PRACTICE
|
-person is shown entire task and patient practices the entire task without breaking it down -research favors this method |
|
|
Describe BLOCKED practice
|
-same task is practiced over and over and done the same way each time
|
|
|
Describe RANDOM practice
|
-variations of practice of the task is random -task is practiced using random methods to perform task -research favors this method |
|
|
Describe MASSED practice
|
-long practice sessions -doing the task for a long period of time -chance of fatigue that can interfere with performance |
|
|
Describe DISTRIBUTED practice
|
-several practice sessions over the run of day -rest periods as long as or longer than the practice session -allows for reflection -research favors |
|
|
Describe INTRINSIC feedback
|
-natural part of the task that the learner feels when performing the task
|
|
|
Describe EXTRINSIC feedback
|
-feedback that comes from outside the person, verbal or visual or tactile feedback coming from the clinician
|
|
|
Describe CONTINUOUS feedback
|
-ongoing feedback -every time the person does something they get feedback on how they did |
|
|
Describe INTERMITTENT feedback
|
-feedback is irregular, random -person doesn't know they are going to get feedback -research favors this method |
|
|
Describe IMMEDIATE feedback
|
-feedback is provided immediately after someone has completed a task -early on in the cognitive phase |
|
|
Describe DELAYED feedback
|
-person performs task, some time passes and then they are provided feedback -provides reflection -research favors this method |
|
|
Describe SUMMARY feedback
|
-given over a period of time after observing repeated tasks -associative learning phase |
|
|
What are the types of learning styles?
|
-auditory -visual -tactile |
|
|
Describe the AUDITORY learning style
|
-want someone to tell them/explain verbally what they are supposed to do -talk them through it |
|
|
Describe the VISUAL learning style
|
-wants to observe, see something done -learn best when they see it performed, see a diagram/picture |
|
|
Describe the TACTILE learning style
|
-learn best by touch and interaction -learn by actually doing something |
|
|
List the elements of a good home exercise program
|
-know what their resources at home are -unique and made just for the patient -the frequency and duration of exercises and program -include verbal and visual instructions -demonstrate how to perform -include contact information -type up the program -talk about and instruct patient on program before the last visit -Explain why they are getting the program |
