Amputations: Post-prosthetic Intervention Flashcards
Post-prosthetic interventions: ________about the prosthesis
Client education
Post-prosthetic interventions:
Training to _____ the prosthesis
Don and doff
Post-prosthetic interventions:
For myoelectrically controlled prosthesis, training should be provided in:
Alignment of the electrode to obtain good electrode contact.
Post-prosthetic interventions:
Prosthesis wearing schedule: the intial wearing time should be ___ to ____
15 to 30 minutes
Post-prosthetic interventions:
After the initial wearing time of ___ to ___ minutes, the prosthesis should then be ____ and the ____
15 to 30 minutes
Removed and the stump examined for reddened areas
Post-prosthetic interventions:
If after 20 minutes of wearing there is no redness, the wearing time increased in increments of ___ to ___ increments until the client wears the prosthesis for ___
15 to 30 minutes
A full day
Any reddened areas that do not disappear after approximately 20 minutes should _______ so that
reported to the prosthetist
So that it can be adjusted.
Post-prosthetic interventions:
Limb hygiene, including
a. Daily cleansing
b. Inspection of stump for reddened areas, particularly insensate areas
Post-prosthetic intervention
Myoelectrically controlled prosthesis wearers must be taught to _____
replace batteries.
Post-prosthetic intervention
Prosthesis control training: is operation of
c. Prepositioning training:
d. Prehension training:
each component of the upper limb prosthesis
Post-prosthetic intervention:
Prosthetic use training is
integration of prosthesis components for efficient assist during functional use
Post-prosthetic intervention:
Prepositioning training is
identification of the optimal position of each positioning unit (e.g.,wrist, elbow) to perform an activity or grasp an object
Post-prosthetic intervention:
Prehension training is
TD control during grasp activities
e. Functional training: control and use of the prosthesis during functional activities
Post-prosthetic intervention
functional training examples
i. Incorporation of the TD as a functional assist
ii. Focus on a problem-solving approach
