Exam 1 Flashcards
Disability Experience, Clinic Safety, Settings, Teaching and Learning
biomechanical FOR
REMEDIATION of orthopedic conditions that will improve
rehabilitation FOR
COMPENSATION for neurological or sensorimotor impairment
multicontext treatment approach FOR
RESTORATION of cognitive and/or perceptual skills affecting ability to learn and engage in occupation
neurofunctional approach FOR
repetitive task-specific training after severe brain injury
- think ACL
behavioral and cognitive behavioral approach FOR
changing measurable behaviors in clients with developmental disabilities or brain injury
cognitive disability approach FOR
matching activity to cognitive level after brain injury
sensorimotor approach FOR
repetition of motor patterns to improve performance
motor learning approach FOR
retraining to improve movement
stages of adjustments: defensive coping
- 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
stages of adjustment: adjustment
“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
key concepts of disability rights
- Americans with Disabilities Act of 1990 (ADA)
- Healthy People 2030
- Health Disparities
HOLISTIC vs. REDUCTIONISTIC
- 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
apparent acceptance
not true acceptance; done out of duty or pity
societal response to disability
- brave and inspiring!
- blind have “sharpened senses”
- minority group status (superior - inferior relationship)
- patient is “difficult”
spread factor
the evaluation of visible disability is “spread” to other characteristics that are not affected
- ex. speaking loudly to the blind
adjustments to disability (5)
- 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
settings (5)
- 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
education vs. training
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
MULTIdisciplinary
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”
INTERdisciplinary
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
TRANSdisciplinary
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
nosocomial infection
an infection that occurs within the hospital
- MRSA
- VRE
- C-Diff
universal/ standard precautions
- 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
isolation airborne precautions
- negative pressure air flow
- OTA wear special respirator and gown
- surgical mask on pt when moved
isolation droplet precautions
- gown, mask, glove + UP
- surgical mask on pt when moved
isolation contact precaution
- gown, glove + UP
- avoid sharing equipment
falls definition
an UNINTENTIONAL change in position to a lower surface
- watch for near falls!!
- loss of balance, bruising, leaning for support
what an OTA can do to prevent falls:
- 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
falling forward
- 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)
falling backward
- 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
vital sign norms
BP: 120/80
O2: 90%>
HR: 60-100
RESPIRATIONS: 12-18/min
responding to burn
- rinse/ soak area in cold water
- cover with steril (moist) dressing
- do NOT apply any ointment
- inform someone
responding to bleeding
- 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
responding to shock
- 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
responding to seizure
- 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
responding to HYPOglycemia
know signs
- provide sugar
- hold therapy until blood sugar levels are back to normal
responding to HYPERglycemia
know the signs
- medical treatment management- insulin injection
- DO NOT give sugar
key traits of professionalism (7)
- self-responsibility
- response to feedback
- work behaviors
- time management
- interpersonal skills
- cultural competence
- communication
AOTA ethics commision
- core values
- code of ethics
- investigation of complaints
- disciplinary action
primary literature
- quantitative research
- qualitative research
secondary literature
- meta-analysis
- critically appraised topics (CATs)
long-term acute care
- may never be in their home
- long-term medical need
acute settings
- close contact with physician
- medical stabilization
- goal is stabilization
sub-acute rehab
- same as TCU
long-term care
- not safe to go home
- can receive short episodes of OT
- goal, but it is not ongoing (deconditioning must occur)
home health
- can be transitional to outpatient
- more recently, they are more sick
outpatient
- episodic OT
common bottom up approaches (2)
- sensory motor
- biomechanical
adjunctive methods
prepares client to engage in activity (non-purposeful)
- exercise
- PROM
- PAMs
- splinting
enabling activity
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
treatment continuum
- adjunctive methods
- enabling activities
- purposeful activities
- occupation-based performance
motor learning stages and definitions (3)
- 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)
blocked practice is best for
skill acquisition
- it is not goal-directed
- can become repetitive and lose occupational value
education and training methods
- chunking
- forward/ backward training
- motor learning (optimal theory)
flow of a session (4)
- preparation (pre instruction)
- demonstration (instruction)
- return demonstration (performance)
- follow-up (supervision)
(optimal theory) optimal performance is achieved through the…
just-right-challenge
blocked practice is best for
the skill acquisition stage
distributed practice is best for
the skill refinement stage
random practice schedule is best for
the skill retention stage
acquisition =
retention =
generalization/ transfer =
- learning
- practicing
- doing
transfer of learning (generalization)
being able to apply what is learned in one place to another
