Safe Patient Handling & Mobility

Joelle Atkinson, Elizabeth Gay & Christine Moran

Faculty Advisor: Lenore Frost, Ph. D., OTR/L, CHT

Background
Healthcare professionals use manual
patient handling methods as the
standard of practice and are twice as
likely to develop musculoskeletal
injuries compared to other workers
(Occupational Safety and Health Act [OSHA],
n.d.).

Interprofessional safe patient handling

and mobility (SPHM) strategies
decrease the incidence of
musculoskeletal injuries (Arnold & Berry,

Methods
Didactic SPHM presentations delivered to OT, PT and SLP students
Students participated in a 1.5 hour experiential SPHM workshop
Students randomly placed in 2 cohort groups (AM & PM)
Each cohort was divided into 5 interprofessional subgroups
Instructed AM cohort to collaborate interprofessionally to solve case-based scenario
No instruction given to the PM cohort
Subgroups discussed the case outcome and whether interprofessional collaboration occurred
Participants completed the RIPLS at the conclusion of the workshop

2013).

Interprofessional communication and

collaboration promotes team
accountability toward positive patient
and worker outcomes. (Shrader, et al.,
2013).

Limited SPHM education across

professions curricula (Frost & Barkely,
2009)

RIPLS is a reliable interprofessional

assessment tool (Reid et al., 2006).

M
Recommendations
Nursing & Physician Assistant
programs attend future workshops
Alter SPHM lecture to an
interprofessional problem based
learning experience
Extend workshop from 1.5 to 2
hours

References

Findings
Students verbal feedback suggested the experiential workshop was beneficial
As an SLP, we do not get much exposure to equipment like this. The hands-on
experience was greatly appreciated.
We should do more as students with interprofessional education.
Loved it!
Students constructive feedback provided data for improvement
It was rushed.
It was good to work in groups with other disciplines but hard to discuss since
the OTs (1st year) have not had as much clinical experience as the PTs (2nd
year).

Arnold, F., & Berry, H. (2013). How interprofessional

learning improves care. Nursing Times, 109, 14-6.
Retrieved from http://0search.proquest.com.enterprise.sacredheart.edy/docvie
w/1519889028?accountid=28645
Shrader, S., Kern, D., Zoller, J., & Blue, A. (2013).
Interprofessional teamwork skills as predictors of
clinical outcomes in a simulated healthcare setting.
Journal of Allied Health, 42(1), e1-6.
Frost, L., & Barkely, W. M. (2012). Patient handling
methods taught in occupational therapy curricula.
American Journal of Occupational Therapy, 66, 463-470.
Occupational Safety & Health Administration [OSHA].
(2015). Policy and Program Development. Retrieved
fromhttps://www.osha.gov/dsg/hospitals/program_dev
elopment.html
Reid, R., Bruce, D., Allstaff, K., & McLernon, D. (2006).
Validating the readiness for interprofessional learning
scale (RIPLES) in the postgraduate context: Are
healthcare professionals ready for IPL? Medical
Education, 40, 415-422. doi: 10.1111

Contact Information
Project Rationale
& Objectives
Promote the use of SPHM strategies and
provide a forum for interprofessional
collaboration.
Incorporate SPHM strategies in curricula
across disciplines.
Determine appropriate use of RIPLS for
future workshops
Educate future healthcare professionals
about SPHM and injury prevention

RESEARCH POSTER PRESENTATION DESIGN 2015

www.PosterPresentations.com

Limitations
One professional group had to leave early
Unequal baseline knowledge between all 3 disciplines prior to workshop

Lenore Frost: Frostl@sacredheart.edu

Joelle Atkinson: Atkinsonj4@sacredheart.edu
Lauren Bauchiero: Bauchierol@sacredheart.edu
Brittany Dimino: Diminob@sacredheart.edu
Elizabeth Gay: Gaye@sacredheart.edu
Christine Moran: Moranc8@sacredheart.edu