Hybrid Learning to Develop Safe Patient Handling Judgement in Occupational Therapy Students

Abstract

The goal of this mixed methods pilot study was to determine the effectiveness of a hybrid pedagogy to develop safe patient handling knowledge, self-efficacy, and skills in occupational therapy students. Developing safety judgment is integral to occupational therapy education programs, which requires the deepening of knowledge associations. As evidence suggests, patient handling is taught in academic programs with traditional pedagogy. Safe patient handling requires teaching the breadth of the most relevant and contemporary theory and techniques. A growing body of evidence demonstrates the effectiveness of online education. The project author developed an evidence-based hybrid pedagogical approach that included four narrated online modules with video, photos, and asynchronous threaded discussions and a fifth hands-on lab and a case-based competency assessment module. Sixteen occupational therapy students participated in the study. Paired t-test results validated the effectiveness of the hybrid model with statistically significant pre-to post-test improvements in knowledge and self-efficacy. Content analysis of asynchronous threaded discussions and open-ended pre-and post-test responses provided evidence of improved knowledge and self-efficacy. Synthesis of the quantitative and qualitative data provided evidence to suggest improvements in judgment. The case-based competency assessment results demonstrated 75% of the students achieved the level of accomplished performance on their first attempt. Results indicated the desire for additional hands-on practice with instructor feedback to promote further skill development. Students learned safe patient handling when curriculum reflected the complexities of patient handling with adequate opportunities for problem-solving and hands-on experiences coupled with instructor feedback.

Ergonomika: dalyko turinys ir metodologija

“…Mokslininkai teigia, kad sveikatos priežiūros mokyklose vis dar mokoma senųjų nesaugių paciento kūno padėties keitimo būdų (Eberth, Provident, Chase, 2019;Perlow et al, 2016;Bocaut, Howson, 2018), tačiau sukurti ir įgyvendinti mokymo programų pokyčius yra lėtas ir sudėtingas procesas.…”

“…Nors yra žinoma nedaug apie geriausius metodus, kaip veiksmingai išmokyti saugių paciento perkėlimo būdų (Eberth, Provident, Chase, 2019), kai kurie metodai yra pripažinti kaip geriausia praktika, kurios reikia laikytis -tai tarpdisciplininis bendradarbiavimas (McCrorie et al, 2017), praktika su pacientais ir mokymasis grupėje (Boucaut, Howson, 2018).…”