Lenore Frost, William M. Barkley; Patient Handling Methods Taught in Occupational Therapy Curricula. Am J Occup Ther 2012;66(4):463-470. doi: 10.5014/ajot.2012.003822.
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© 2017 American Occupational Therapy Association
Sixteen of 100 full-time occupational therapists are injured while performing manual patient handling techniques. We developed a Theory of Planned Behavior self-report questionnaire to determine what educators teach and the behavioral constructs that best predict intention to change curriculum content. Traditional manual patient handling and safe patient handling methods were investigated. The results showed that both methods are taught in most programs; however, only 22% stated that they teach safe patient handling as the standard of practice. Stepwise regression analysis demonstrated that attitude and perceived behavioral control are the best predictors of intention to continue teaching manual transfers as the standard; however, normative belief and attitude best predict intention to teach safe patient handling as the standard. Knowing these predictors will assist in developing strategies to promote a paradigm shift in the way patient transfers are taught.
Do more occupational therapy educators teach TMPH or SPH techniques as the standard of practice?
To what extent do the independent variables (attitudes toward TMPH, normative beliefs with respect to TMPH, and perceived behavioral control with respect to TMPH) predict the dependent variable (occupational therapy educators’ intention to teach traditional techniques as the standard of practice)?
To what extent do the independent variables (attitudes toward SPH, normative beliefs with respect to SPH, and perceived behavioral control with respect to SPH) predict the independent variable (occupational therapy educators’ intention to continue teaching SPH techniques as the standard of practice)?
Increased educators’ awareness of SPH will empower them to further explore the evidence and develop curricula that promote student safety.
Successful implementation of SPH curricula will foster student requests for the use of equipment to move and position patients during fieldwork and, therefore, protect them from injury.
SPH curricula will empower students to share SPH evidence with their fieldwork educators to promote a practice paradigm shift in the way patients are handled in an effort to decrease injury rates among therapists.
SPH curricula will improve students’ preparedness for fieldwork experiences that involve SPH.
Educators teach TMPH, and their attitude and perceived behavioral control regarding the technique have a strong influence on their intention to continue teaching it;
Educators’ normative beliefs and attitudes strongly influence their possible intention to teach SPH as the standard of practice; and
Educators are unaware of the risks associated with TMPH and therefore continue to teach it as the standard of practice.
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