1. Perioperative Patient positioning

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

3. 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.

4. 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.

5. 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,

6. 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).

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

8. Design Structure

9. 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

10. Activities

11. Multimedia

12. Navigation

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

14. 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

15. 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.

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