PHYS REHAB > Exam 1 > Flashcards

Exam 1 Flashcards

Disability Experience, Clinic Safety, Settings, Teaching and Learning (61 cards)

Study These Flashcards
1
Q

biomechanical FOR

A

REMEDIATION of orthopedic conditions that will improve

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

rehabilitation FOR

A

COMPENSATION for neurological or sensorimotor impairment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

multicontext treatment approach FOR

A

RESTORATION of cognitive and/or perceptual skills affecting ability to learn and engage in occupation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

neurofunctional approach FOR

A

repetitive task-specific training after severe brain injury
- think ACL

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

behavioral and cognitive behavioral approach FOR

A

changing measurable behaviors in clients with developmental disabilities or brain injury

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

cognitive disability approach FOR

A

matching activity to cognitive level after brain injury

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

sensorimotor approach FOR

A

repetition of motor patterns to improve performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

motor learning approach FOR

A

retraining to improve movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

stages of adjustments: defensive coping

A
  • defensive A - healthy: learns to function with disability; “i’ll go on in spite of it”; internal LOC
  • defensive B - pathologic: negative reaction; denial; dependence/ passivity; loss of motivation; external LOC
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

stages of adjustment: adjustment

A

“it is different, but not bad”
- don’t rush this process; to help client reach adjustment; identify defense mechanisms; coping strategies (how did a person formerly react to stress and utilize)
- shock
- expectancy of recovery
- may need to fail to gain insight
- move from remediation to compensation
- mourning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

key concepts of disability rights

A
  • Americans with Disabilities Act of 1990 (ADA)
  • Healthy People 2030
  • Health Disparities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

HOLISTIC vs. REDUCTIONISTIC

A
  • considering, treating, and recognizing the person as a WHOLE
  • treating an individual based off a specific condition - not taking the rest of the body, conditions, or opinions into consideration
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

apparent acceptance

A

not true acceptance; done out of duty or pity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

societal response to disability

A
  • brave and inspiring!
  • blind have “sharpened senses”
  • minority group status (superior - inferior relationship)
  • patient is “difficult”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

spread factor

A

the evaluation of visible disability is “spread” to other characteristics that are not affected
- ex. speaking loudly to the blind

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

adjustments to disability (5)

A
  • physical adjustment
    • change sequence, timing, or method of task
  • psychological and emotional adjustment
    • stages of grieving
  • social adjustment
    • accommodation vs. inclusion, transitions, support
  • changing roles and routines
  • financial adjustment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

settings (5)

A
  • acute hospital
    • adaptations and training
  • rehabilitation hospital
    • training transfers, further AE
  • home health
    • transfers and application to real setting
  • outpatient clinic
    • more task specific after improvement (cooking, rolling in bed w/ LE dressing)
  • SNF
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

education vs. training

A

E: enhanced understanding; conveying information
T: enhanced performance; teaching skills
- clients are more likely to remember what they learned if they are trained; clients need the opportunity to practice what they learn with the OTA

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

MULTIdisciplinary

A

various professionals from different disciplines who each provide their own healthcare service to the client
- clients can feel overwhelmed by services and by conflicting/ same goals due to a lack of communication
- does not primarily focus on the WHOLE as each discipline works on “each part”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

INTERdisciplinary

A

members who work in the same setting, sharing information formally and informally, and team meetings serve as a connection point to systematically coordinate efforts to solve problems as they relate to each discipline
- collaboration-focused on common goals
- difficulty with logistics of meeting times
- each member must be willing to alter their own plan

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

TRANSdisciplinary

A

members train one another in aspects of their discipline and fill another’s role when necessary; lines blurred between professions
- less stress of services for the client

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

nosocomial infection

A

an infection that occurs within the hospital
- MRSA
- VRE
- C-Diff

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

universal/ standard precautions

A
  • wash hands before and after every pt
  • wear gloves when there is a chance of contact with fluid
  • wear mask, eyewear, and gown if there is a change of spraying fluids
  • report any exposures (needle sticks, blood splashes)
  • clean/ disinfect surfaces
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

isolation airborne precautions

A
  • negative pressure air flow
  • OTA wear special respirator and gown
  • surgical mask on pt when moved
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
isolation droplet precautions
- gown, mask, glove + UP - surgical mask on pt when moved
25
isolation contact precaution
- gown, glove + UP - avoid sharing equipment
26
falls definition
an UNINTENTIONAL change in position to a lower surface - watch for near falls!! - loss of balance, bruising, leaning for support
27
what an OTA can do to prevent falls:
- always use a gait belt - always pay attention to the client - always be prepared (know how pt moves) - if worried, request w/c - do not leave pt (EOB) - don't attempt risky transfers
27
falling forward
- firm grip on gait belt - push forward on pelvis, pull back on anterior chest - help pt. maintain balance (tell them to stop) - have pt. reach for floor if unable to stop - slow momentum by pulling back on gait belt - step forward as pt. moves toward the floor - tell pt. to bend elbows and turn face (no FOOSH)
28
falling backward
- stand kiddy corner to pt.; widen stance - push forward on pelvis and allow pt. to lean on your body (may need to have them sit on your thigh) - acquire assist or safely lower
29
vital sign norms
BP: 120/80 O2: 90%> HR: 60-100 RESPIRATIONS: 12-18/min
30
responding to burn
- rinse/ soak area in cold water - cover with steril (moist) dressing - do NOT apply any ointment - inform someone
31
responding to bleeding
- wash hands; don gloves - use clean towel; apply pressure - elevate above heart - may need to cleanse wound properly - if spurting blood, apply pressure just above wound - do NOT apply tourniquet unless trained
32
responding to shock
- determine cause and correct if possible - place pt. in supine with head slightly lower than body (unless head/chest injuries present) - gradually prevent loss of body heat - keep pt. quiet and slowly return to upright position
33
responding to seizure
- place pt. in safe location - do not try to stop convulsions - do not attempt to place anything in mouth - if mouth is open, place soft towel inside - not choking hazard - when done, place pt. on side in case of vomit - allow rest and obtain medical assistance
34
responding to HYPOglycemia
know signs - provide sugar - hold therapy until blood sugar levels are back to normal
35
responding to HYPERglycemia
know the signs - medical treatment management- insulin injection - DO NOT give sugar
36
key traits of professionalism (7)
- self-responsibility - response to feedback - work behaviors - time management - interpersonal skills - cultural competence - communication
37
AOTA ethics commision
- core values - code of ethics - investigation of complaints - disciplinary action
38
primary literature
- quantitative research - qualitative research
39
secondary literature
- meta-analysis - critically appraised topics (CATs)
40
long-term acute care
- may never be in their home - long-term medical need
41
acute settings
- close contact with physician - medical stabilization - goal is stabilization
42
sub-acute rehab
- same as TCU
43
long-term care
- not safe to go home - can receive short episodes of OT - goal, but it is not ongoing (deconditioning must occur)
44
home health
- can be transitional to outpatient - more recently, they are more sick
44
outpatient
- episodic OT
45
common bottom up approaches (2)
- sensory motor - biomechanical
46
adjunctive methods
prepares client to engage in activity (non-purposeful) - exercise - PROM - PAMs - splinting
47
enabling activity
performance of an aspect of a purposeful activity taken out of context for focused practice - must explained how it is skilled and its purpose - not ideal
48
treatment continuum
- adjunctive methods - enabling activities - purposeful activities - occupation-based performance
49
motor learning stages and definitions (3)
- cognitive: takes a lot of thought (talk and think) - associative: makes connections from previous experiences (in my head) - autonomous: no longer needs conscious thought (automatic)
50
blocked practice is best for
skill acquisition - it is not goal-directed - can become repetitive and lose occupational value
51
education and training methods
- chunking - forward/ backward training - motor learning (optimal theory)
52
flow of a session (4)
- preparation (pre instruction) - demonstration (instruction) - return demonstration (performance) - follow-up (supervision)
53
(optimal theory) optimal performance is achieved through the...
just-right-challenge
54
blocked practice is best for
the skill acquisition stage
55
distributed practice is best for
the skill refinement stage
56
random practice schedule is best for
the skill retention stage
57
acquisition = retention = generalization/ transfer =
- learning - practicing - doing
58
transfer of learning (generalization)
being able to apply what is learned in one place to another
PHYS REHAB
flashcards
Decks in class (11)
# Cards
Brainscape helps you reach your goals faster, through stronger study habits.
© 2026 Bold Learning Solutions. Terms and Conditions