Perioperative Patient positioning

Overview Target Population Purpose Learning Objectives Content Fundamentals Specific Positioning Design Structure Activities Multimedia Navigation Page Layout Interaction Discussion Questions

Target Population Perioperative Staff including: Registered Nurse Licensed Practical Nurses Surgical Technologists Patient Care Assistants The target population are new and current operating room (OR) staff. This lesson serves to teach and refresh (OR) regarding knowledge of proper patient positioning. This lesson is written in appropriate language to address staff from all experience levels. The topic applies to any and all involved in positioning perioperative patients.

Purpose To educate staff on reasons for and benefits of patient positioning, using proper body alignment for prevention of injuries and complications. Beckett (2010) notes that although essential, patient positioning is easily compromised and can result in injury and disability. Staff need to be knowledgeable about best practices, risks, and available options.

Learning Objectives Cognitive After completion of the online lesson, the perioperative staff member will be able to properly assess perioperative patient needs for all patients. Psychomotor After finishing the full lesson, the perioperative staff member will be able to perform proper perioperative patient positioning 100% of the time. Setting clear learning objectives helps the student understand what is expected of them. It is important for the instructor to writing clear, purposeful objectives to promote student interaction and understanding (Reed,

Content Importance of proper positioning Anatomical & Physiological changes of the perioperative patient Potential causes of injury Criteria to be met to prevent injury Proper assessment Variables needed to be considered Team responsibility Careful assessment of the patient is the first step to making a decision regarding patient positioning. There are many vital concerns to be considered when deciding on the proper position for a specific patient and procedure. Royal Marsden (2005) note that proper patient positioning must consider airways, monitoring equipment, access to intravenous lines, circulation, and nerves (as cited in Pirie, 2010).

Content Surgical Positioning Primary positions Variations on positions Concerns, risks, and effects of each position Special considerations for specific patient needs

Design Structure

Course Organization Step 1 Step 2 Step 3 Step 4 Step 5 Online quiz using scenarios is taken to assess ability to Properly evaluate situations And make appropriate decisions accordingly Using online wiki, PowerPoint presentation viewed Observation of clinical ability to perform proper positioning Step 1 Step 2 Step 3 Step 4 Step 5 Through online system, Flashcards are used to reinforce and review material Group discussion used for open-ended discussion

Activities

Multimedia

Navigation

Page Layout The layout of each page on Engrade is simple and clear. The pages are white with black and blue

Interaction Asynchronous Will take place on Engrade Synchronous Viewing lesson wiki, presented as multimedia PowerPoint Use of flashcards to reinforce knowledge gain Online quiz Synchronous Open group discussion Individual observation of clinical skills

Discussion Questions Discuss a specific patient and procedure with special positioning needs. Explain why this patient’s need requires special consideration, identify and explain what position should be used , and explain any extra precautions that may be taken. Discuss a specific positioning technique. Provide detail for appropriately using this position and discuss specific considerations that should be made.

References Pirie, S. (2010). Patient care in the perioperative environment. Journal Of Perioperative Practice, 20(7), 245-248. Retrieved from http://www.afpp.org.uk/books-journals/Journal- of-Perioperative-Practice Lam, A., & Baldwin, G. (2012). Blood pressure and adverse perioperative neurologic outcomes: an uncomfortable position. Anesthesia And Analgesia, 114(6), 1156-1159. doi:10.1213/ANE.0b013e318252ec92 Reed, D. K. (2012). Clearly communicating the learning objective matters!. Middle School Journal, 43(5), 16-24. Retrieved from http://www.nmsa.org