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PHYS REHAB > Exam 1 > Flashcards

Exam 1 Flashcards

Disability Experience, Clinic Safety, Settings, Teaching and Learning

1
Q

biomechanical FOR

A

REMEDIATION of orthopedic conditions that will improve

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2
Q

rehabilitation FOR

A

COMPENSATION for neurological or sensorimotor impairment

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3
Q

multicontext treatment approach FOR

A

RESTORATION of cognitive and/or perceptual skills affecting ability to learn and engage in occupation

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4
Q

neurofunctional approach FOR

A

repetitive task-specific training after severe brain injury
- think ACL

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5
Q

behavioral and cognitive behavioral approach FOR

A

changing measurable behaviors in clients with developmental disabilities or brain injury

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6
Q

cognitive disability approach FOR

A

matching activity to cognitive level after brain injury

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7
Q

sensorimotor approach FOR

A

repetition of motor patterns to improve performance

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8
Q

motor learning approach FOR

A

retraining to improve movement

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9
Q

stages of adjustments: defensive coping

A
  • defensive A - healthy: learns to function with disability; “i’ll go on in spite of it”; internal LOC
  • defensive B - pathologic: negative reaction; denial; dependence/ passivity; loss of motivation; external LOC
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10
Q

stages of adjustment: adjustment

A

“it is different, but not bad”
- don’t rush this process; to help client reach adjustment; identify defense mechanisms; coping strategies (how did a person formerly react to stress and utilize)
- shock
- expectancy of recovery
- may need to fail to gain insight
- move from remediation to compensation
- mourning

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11
Q

key concepts of disability rights

A
  • Americans with Disabilities Act of 1990 (ADA)
  • Healthy People 2030
  • Health Disparities
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12
Q

HOLISTIC vs. REDUCTIONISTIC

A
  • considering, treating, and recognizing the person as a WHOLE
  • treating an individual based off a specific condition - not taking the rest of the body, conditions, or opinions into consideration
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13
Q

apparent acceptance

A

not true acceptance; done out of duty or pity

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14
Q

societal response to disability

A
  • brave and inspiring!
  • blind have “sharpened senses”
  • minority group status (superior - inferior relationship)
  • patient is “difficult”
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14
Q

spread factor

A

the evaluation of visible disability is “spread” to other characteristics that are not affected
- ex. speaking loudly to the blind

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15
Q

adjustments to disability (5)

A
  • physical adjustment
    • change sequence, timing, or method of task
  • psychological and emotional adjustment
    • stages of grieving
  • social adjustment
    • accommodation vs. inclusion, transitions, support
  • changing roles and routines
  • financial adjustment
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16
Q

settings (5)

A
  • acute hospital
    • adaptations and training
  • rehabilitation hospital
    • training transfers, further AE
  • home health
    • transfers and application to real setting
  • outpatient clinic
    • more task specific after improvement (cooking, rolling in bed w/ LE dressing)
  • SNF
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17
Q

education vs. training

A

E: enhanced understanding; conveying information
T: enhanced performance; teaching skills
- clients are more likely to remember what they learned if they are trained; clients need the opportunity to practice what they learn with the OTA

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18
Q

MULTIdisciplinary

A

various professionals from different disciplines who each provide their own healthcare service to the client
- clients can feel overwhelmed by services and by conflicting/ same goals due to a lack of communication
- does not primarily focus on the WHOLE as each discipline works on “each part”

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19
Q

INTERdisciplinary

A

members who work in the same setting, sharing information formally and informally, and team meetings serve as a connection point to systematically coordinate efforts to solve problems as they relate to each discipline
- collaboration-focused on common goals
- difficulty with logistics of meeting times
- each member must be willing to alter their own plan

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20
Q

TRANSdisciplinary

A

members train one another in aspects of their discipline and fill another’s role when necessary; lines blurred between professions
- less stress of services for the client

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21
Q

nosocomial infection

A

an infection that occurs within the hospital
- MRSA
- VRE
- C-Diff

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22
Q

universal/ standard precautions

A
  • wash hands before and after every pt
  • wear gloves when there is a chance of contact with fluid
  • wear mask, eyewear, and gown if there is a change of spraying fluids
  • report any exposures (needle sticks, blood splashes)
  • clean/ disinfect surfaces
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23
Q

isolation airborne precautions

A
  • negative pressure air flow
  • OTA wear special respirator and gown
  • surgical mask on pt when moved
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24
Q

isolation droplet precautions

A
  • gown, mask, glove + UP
  • surgical mask on pt when moved
25
Q

isolation contact precaution

A
  • gown, glove + UP
  • avoid sharing equipment
26
Q

falls definition

A

an UNINTENTIONAL change in position to a lower surface
- watch for near falls!!
- loss of balance, bruising, leaning for support

27
Q

what an OTA can do to prevent falls:

A
  • always use a gait belt
  • always pay attention to the client
  • always be prepared (know how pt moves)
  • if worried, request w/c
  • do not leave pt (EOB)
  • don’t attempt risky transfers
27
Q

falling forward

A
  • firm grip on gait belt
  • push forward on pelvis, pull back on anterior chest
  • help pt. maintain balance (tell them to stop)
  • have pt. reach for floor if unable to stop
    • slow momentum by pulling back on gait belt
    • step forward as pt. moves toward the floor
    • tell pt. to bend elbows and turn face (no FOOSH)
28
Q

falling backward

A
  • stand kiddy corner to pt.; widen stance
  • push forward on pelvis and allow pt. to lean on your body (may need to have them sit on your thigh)
  • acquire assist or safely lower
29
Q

vital sign norms

A

BP: 120/80
O2: 90%>
HR: 60-100
RESPIRATIONS: 12-18/min

30
Q

responding to burn

A
  • rinse/ soak area in cold water
  • cover with steril (moist) dressing
  • do NOT apply any ointment
  • inform someone
31
Q

responding to bleeding

A
  • wash hands; don gloves
  • use clean towel; apply pressure
  • elevate above heart
  • may need to cleanse wound properly
  • if spurting blood, apply pressure just above wound
  • do NOT apply tourniquet unless trained
32
Q

responding to shock

A
  • determine cause and correct if possible
  • place pt. in supine with head slightly lower than body (unless head/chest injuries present)
  • gradually prevent loss of body heat
  • keep pt. quiet and slowly return to upright position
33
Q

responding to seizure

A
  • place pt. in safe location - do not try to stop convulsions
  • do not attempt to place anything in mouth
    • if mouth is open, place soft towel inside - not choking hazard
  • when done, place pt. on side in case of vomit
  • allow rest and obtain medical assistance
34
Q

responding to HYPOglycemia

A

know signs
- provide sugar
- hold therapy until blood sugar levels are back to normal

35
Q

responding to HYPERglycemia

A

know the signs
- medical treatment management- insulin injection
- DO NOT give sugar

36
Q

key traits of professionalism (7)

A
  • self-responsibility
  • response to feedback
  • work behaviors
  • time management
  • interpersonal skills
  • cultural competence
  • communication
37
Q

AOTA ethics commision

A
  • core values
  • code of ethics
  • investigation of complaints
  • disciplinary action
38
Q

primary literature

A
  • quantitative research
  • qualitative research
39
Q

secondary literature

A
  • meta-analysis
  • critically appraised topics (CATs)
40
Q

long-term acute care

A
  • may never be in their home
  • long-term medical need
41
Q

acute settings

A
  • close contact with physician
  • medical stabilization
  • goal is stabilization
42
Q

sub-acute rehab

A
  • same as TCU
43
Q

long-term care

A
  • not safe to go home
  • can receive short episodes of OT
  • goal, but it is not ongoing (deconditioning must occur)
44
Q

home health

A
  • can be transitional to outpatient
  • more recently, they are more sick
44
Q

outpatient

A
  • episodic OT
45
Q

common bottom up approaches (2)

A
  • sensory motor
  • biomechanical
46
Q

adjunctive methods

A

prepares client to engage in activity (non-purposeful)
- exercise
- PROM
- PAMs
- splinting

47
Q

enabling activity

A

performance of an aspect of a purposeful activity taken out of context for focused practice
- must explained how it is skilled and its purpose
- not ideal

48
Q

treatment continuum

A
  • adjunctive methods
  • enabling activities
  • purposeful activities
  • occupation-based performance
49
Q

motor learning stages and definitions (3)

A
  • cognitive: takes a lot of thought (talk and think)
  • associative: makes connections from previous experiences (in my head)
  • autonomous: no longer needs conscious thought (automatic)
50
Q

blocked practice is best for

A

skill acquisition
- it is not goal-directed
- can become repetitive and lose occupational value

51
Q

education and training methods

A
  • chunking
  • forward/ backward training
  • motor learning (optimal theory)
52
Q

flow of a session (4)

A
  • preparation (pre instruction)
  • demonstration (instruction)
  • return demonstration (performance)
  • follow-up (supervision)
53
Q

(optimal theory) optimal performance is achieved through the…

A

just-right-challenge

54
Q

blocked practice is best for

A

the skill acquisition stage

55
Q

distributed practice is best for

A

the skill refinement stage

56
Q

random practice schedule is best for

A

the skill retention stage

57
Q

acquisition =
retention =
generalization/ transfer =

A
  • learning
  • practicing
  • doing
58
Q

transfer of learning (generalization)

A

being able to apply what is learned in one place to another

PHYS REHAB (11 decks)

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