Occupational Therapists’ Responses to Practice Errors in Physical Rehabilitation Settings

Scheirton, Linda S.; Mu, Keli; Lohman, Helene

doi:10.5014/ajot.57.3.307

Cited by 17 publications

(31 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Learning was a key coping method following the event, resulting in healthcare workers' increased knowledge and development of self-regulations to avoid making error in the future (Rassin et al 2005;Scheirton et al 2003;Wolf et al 2000). acknowledged that it allowed second victims to move on and maintain their professional identity.…”

Section: Problem-focused Coping Strategiesmentioning

confidence: 99%

Psychological responses, coping and supporting needs of healthcare professionals as second victims

Chan

Khong

Wang

2016

International Nursing Review

View full text Add to dashboard Cite

show abstract

Section: Problem-focused Coping Strategiesmentioning

confidence: 99%

Psychological responses, coping and supporting needs of healthcare professionals as second victims

Chan

Khong

Wang

2016

International Nursing Review

View full text Add to dashboard Cite

show abstract

“…De manière générale, les écrits peuvent être classés en deux groupes, soit ceux qui réfèrent à des théories éthiques précises (approche déductive) et ceux qui réfèrent à des valeurs, notamment à celles des patients ou des professionnels (approche inductive). La vaste majorité des écrits fait partie du second groupe [10,11,18,25,29,41,[44][45][46][47][48][49][50][51][52][53][54][55][56]. En effet, rares sont les écrits qui s'appuient sur des théories éthiques [7,21,33,53,[57][58][59].…”

Section: Quelles Sont Les Significations Normatives Sous-jacentes Auxunclassified

Les enjeux éthiques en réadaptation. Un état des lieux de la conceptualisation de notions éthiques

Goulet¹,

Drolet²

2019

bioethics

View full text Add to dashboard Cite

En réadaptation, l'éthique suscite de plus en plus d'intérêt. Cela dit, peu de réflexions méta-éthiques ont, à ce jour, été menées. C'est pourquoi une recension et une analyse critique de l'usage du concept d'« enjeu éthique » s'avèrent pertinentes. Pour ce faire, une recension systématique et critique des écrits discutant d'enjeux éthiques en réadaptation a été effectuée. Cette recension, qui s'inspire de la méthode développée par McCullough et ses collaborateurs, a permis de recenser et d'analyser 80 articles. Plusieurs caractéristiques et lacunes dans la conceptualisation du concept d'enjeu éthique ont été notées. Trois principaux constats ressortent de l'étude, soit: 1) le corpus de textes étudiés est dominé par l'éthique descriptive; 2) la conceptualisation éthique y est marginale, en ceci que les concepts éthiques sont généralement énoncés sans être définis; et 3) le corpus se caractérise par l'usage d'amalgames et par la multiplication de concepts éthiques imprécis et souvent utilisés comme des synonymes alors qu'ils réfèrent à des phénomènes distincts. Ces lacunes conceptuelles occasionnent des confusions et des imprécisions conceptuelles qui peuvent nuire à la recherche en éthique, à son enseignement et au respect de l'éthique en clinique, de même que discréditer la discipline qu'est l'éthique. In rehabilitation, there is a growing interest in ethics. That said, few meta-ethical reflections have been conducted to date. Therefore, a review and critical analysis of the use of the concept of "ethical issue" is warranted. To this end, a systematic and critical review of the literature discussing ethical issues in rehabilitation was conducted. This review, based on the method developed by McCullough and colleagues, identified and analyzed 80 articles. Several characteristics and gaps in the conceptualization of the ethical issue concept were noted. Three main findings emerge from the study: 1) the corpus of texts studied is dominated by descriptive ethics; 2) ethical conceptualisation is marginal, in that ethical concepts are generally stated without being defined; and 3) the corpus is characterized by the use of amalgams and by the multiplication of imprecise ethical concepts that are often used as synonyms while referring to distinct phenomena. These conceptual gaps create conceptual confusion and imprecision that can undermine ethics research, teaching and clinical ethics, and discredit the discipline of ethics.

show abstract

“…In a national survey, Mu, Lohman, and Scheirton (2006) found that 88.6% of occupational therapy practice errors occurred during the intervention phase primarily due to "misjudgment, overload, or time restraint, inexperience or [lack of] knowledge, insufficient communication and patient-related" (p. 290) causes, respectively. In a survey by Scheirton et al (2003), participating therapists reported that errors were due to a "lack of attention to the patient responses, incorrect judgment, not listening to patients, hesitancy to question orders, and being too rushed" (p. 312). According to the Bureau of Labor Statistics (BLS, 2010), 99% of the musculoskeletal injuries related to patient handling were the result of overexertion, which is a corollary of misjudgment.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Darragh et al (2014) found the application of safe patient handling lift equipment neither improved nor impeded patient outcomes. Regardless of the type of patient, effective communication skills are required to understand the patient motivation (Scheirton et al, 2003). Effective communication is an essential component of patient assessment skills and necessary for the development of sound clinical reasoning skills that are evidence-based and include patient preferences (Scheirton et al, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Upon recognizing this, two questions about teaching safe patient handling skills emerged: 1) What is the breadth of knowledge students need to acquire to develop the self-efficacy and skills for sound judgment; and 2) What is the most effective and efficient pedagogical experience to engage students and promote skill carryover? The literature revealed an extensive amount of evidence regarding hazards related to patient handling (Gagnon, Sicard, & Sirois, 1986;Galinsky, Hudock, & Streit, 2010;Garg & Owen, 1992;Garg, Owen, Beller, & Banaag, 1991a, 1991bHignett & Griffiths, 2009;Marras, Davis, Kirking, & Bertsche, 1999;Owen & Garg, 1991;Waters, Putz-Anderson, Garg, & Fine, 1993;Zelenka, Floren, & Jorden, 1996;Zhuang, Strobbe, Hsiao, Collins, & Hobbs, 1999), as well as recommendations to reduce the risk of injury (Centers for Disease Control [CDC], 2015;Collins, Wolf, & Evanoff, 2004;Darragh et al, 2013;Darragh, Shiyko, Margulis, & Campo, 2014;Galinsky et al, 2010;Hignett & Griffiths, 2009;Mu et al, 2011;Scheirton, Mu, & Lohman, 2003;Slusser, Rice, & Kopp-Miller 2012;Yassi et al, 2001). However, less is known about the best way to teach safe patient handling.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Eberth

Provident

Chase

2019

JOTE

View full text Add to dashboard Cite

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.

show abstract

Occupational Therapists’ Responses to Practice Errors in Physical Rehabilitation Settings

Cited by 17 publications

References 23 publications

Psychological responses, coping and supporting needs of healthcare professionals as second victims

Psychological responses, coping and supporting needs of healthcare professionals as second victims

Les enjeux éthiques en réadaptation. Un état des lieux de la conceptualisation de notions éthiques

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

Contact Info

Product

Resources

About