RESUMEN
As the incidence of injuries associated with patient-handling tasks remains high in the rehabilitation community, interdisciplinary discussions on optimal methods for preventing injuries and ensuring good care continue. A national task force consisting of representatives from the Association of Rehabilitation Nurses, the American Physical Therapy Association, and the Veterans Health Administration identified myths that have been promulgated on both sides of the discussion, focusing especially on rehabilitation practices. The purpose of this article is to dispel these myths by using evidence-based methods. Evidence should be applied in discussions of safe patient handling, and although concern about patient outcomes is critical, there is no evidence that the use of patient-handling technology undermines rehabilitation goals and strong evidence that these practices enhance the safety of rehabilitation care providers. Further research on the impact of safe patient-handling practices on rehabilitation goals and continued communication between rehabilitation providers are recommended.
Asunto(s)
Elevación/efectos adversos , Enfermería en Rehabilitación/organización & administración , Administración de la Seguridad/organización & administración , Actividades Cotidianas , Actitud del Personal de Salud , Conducta Cooperativa , Equipos y Suministros de Hospitales/economía , Equipos y Suministros de Hospitales/estadística & datos numéricos , Ergonomía , Medicina Basada en la Evidencia , Conocimientos, Actitudes y Práctica en Salud , Humanos , Incidencia , Relaciones Interprofesionales , Enfermedades Musculoesqueléticas/epidemiología , Enfermedades Musculoesqueléticas/etiología , Enfermedades Musculoesqueléticas/prevención & control , Investigación en Evaluación de Enfermería , Enfermedades Profesionales/epidemiología , Enfermedades Profesionales/etiología , Enfermedades Profesionales/prevención & control , Salud Laboral , Objetivos Organizacionales , Evaluación de Resultado en la Atención de Salud , Grupo de Atención al Paciente/organización & administración , Modalidades de Fisioterapia/instrumentación , Modalidades de Fisioterapia/enfermería , Prevalencia , Índice de Severidad de la EnfermedadRESUMEN
Effective questioning is one of the most important teaching techniques and plays a crucial role in creating an effective learning environment. Yet, in nurse education little has been written about this technique or its importance. Most literature refers to the need for lecturers to be skilled in questioning, but less is written about how to develop this essential technique. Being skilled in questioning is an important fundamental step towards becoming an effective lecturer. Developing the skills necessary to help students draw on and apply acquired knowledge in new, unique situations requires the skilled use of questioning. Most experienced lecturers use both written and verbal questioning, but evidence suggests that the majority of their questioning is posed at lower cognitive levels of description. Quality teaching requires students to be engaged with the content of learning tasks designed to reach understanding. Using questioning appropriately facilitates the learning process by requiring the student to participate in the process and to achieve higher comprehension skills by acquiring deep, elaborate understanding of the subject. To acquire and develop this skill, the lecturer is required to understand questioning, to select the tool appropriately and to use questions that are varied, planned, appropriate and humanely posed. The functions of questioning, types of questions and the key skills required for the effective use of this teaching strategy are outlined in this article.