Name: Abdulrahman Salim Saad Zgama

LECTURE ACTIVITY 6: Date of Submission: 10 / 24 / 2022

INTERVENTIONS FOR ACUTE Instructor: Juliny Grace Bautista
CARDIOPULMONARY
CONDITIONS SCORE:
RATING:

MATERIALS/RESOURCES:
➢ Joanne Watchie, Cardiovascular and Pulmonary Physical Therapy. 2nd edition,
copyright 2010 Saunders Elsevier Inc.
➢ Scot Irwin and Jan Tecklin, Cardiopulmonary Physical Therapy., 4th edition, copyright
2004 Mosby,Inc.
➢ Ellen Hilleglass, Essentials of Cardiopulmonary Physical Therapy, 3rd edition,
copyright 2011 Saunders Elsevier Inc.
➢ 2.O Sullivan, Susan and Schmitz, Thomas, Physical Rehabilitation Assessment and
Treatment, 4th edition, copyright 2001 F.A. Davis Company
➢ Principles of Anatomy and Physiology 11th edition by Tortora and Derrickson

Goals & Objectives:

At the end of the session, the students should be able to:

• identify different indications, contraindications and precautions in performing different PT

interventions for patients with acute cardiopulmonary conditions

• prescribe appropriate physical therapy interventions for patients with acute cardiopulmonary
conditions with proper parameters

• demonstrate and perform physical therapy interventions for patients with acute cardiopulmonary
conditions with proper parameters

Task:

Patient and caregiver education is an important physical therapy intervention in the acute care
setting no matter what the diagnosis of the patient is. Discuss the considerations in patient
education concerning acute care in cardiopulmonary setting. Include in your discussion the
definition, educational goals, learning styles and the domains that must be taken into account when
inquiring the patient and caregiver expectations.

Patient education has been shown to decrease the length of stay, decrease patient anxiety,
increase the quality of life, increase adherence with medical advice, and increase the patient’s
participation as an active member of the health care team.

DEFINITION:
Patient education has been defined as a cognitive improvement that results in a positive change in
health behavior. This can begin by setting educational goals with the patient or caregivers, and
documenting these goals in an objective, measurable, and functional manner.

EDUCATIONAL GOALS:
The therapist should discuss these goals with the patient and caregiver to ensure they are realistic
and applicable. A sample goal for an airway clearance program for a cystic fibrosis patient may be,
“Patient’s caregiver independently completes percussion and postural drainage to assist in airway
clearance.” The caregiver’s independence with the specific techniques can then be observed by
the therapist and documented, or verbally assessed if a demonstration is not possible.

An example of a functional educational goal for exercise with a cardiopulmonary patient might be,
“Patient independently monitors self with exercise by accurately taking heart rate and stating his
functional heart rate limits for rest (70 to 90 beats per minute) and exercise (80 to 120 beats per
minute).” If a patient is unable to accurately take his own heart rate, the goal may be, “Patient
independently monitors self with exercise using the RPE scale and is able to maintain an exertion
level of 13 to 15 during the peak activity period.” The accuracy of the patient’s reported RPE level
can be assessed by correlation with the heart rate taken by the therapist during the peak activity
period.

LEARNING STYLES & DOMAINS:

The learning style should be taken into account, whether it is visual, auditory, or kinesthetic or a
combination of styles. The therapist should inquire about the patient and caregiver expectations for
learning and tailor the education to the learner’s needs and abilities in several domains. These
domains include the following:

• Perceptual - The learner’s perceptual needs must be considered in order to ensure the
ability to receive input and comprehend the material presented. This would include speaking
of adequate volume and clarity for learners that are hard of hearing or providing visual aids
such as larger print or personal prescription glasses for visual information.

• Cognitive - If the patient is unable to cognitively comprehend the educational material

because of memory deficits, then using repetition or providing written material as a backup
of information may help to compensate. If the patient is still unable to comprehend, then the
material should be taught to a caregiver. In general, materials should be written at an eighth-
grade reading level.

• Motor - If the motor skills are deficient, practice and continued coaching with intrinsic and
extrinsic feedback can contribute to motor learning.

• Affective - The affective domain includes a patient or caregiver’s attitudes, belief system,
and motivation levels. It is more difficult for a patient to learn when not motivated to do so. If
teachings threaten cultural or religious beliefs, this conflict may be a detriment to learning.

• Environment - Environmental factors should also be taken into consideration, as it may be

difficult for a patient to learn in a noisy environment or while in a position that is
uncomfortable or painful.

It is advisable to invest time in planning the implementation of the educational program. Does the
patient population or material to be covered lend itself to a group teaching and learning situation?
Is it cost effective and practical to do a group teaching? Does the patient or caregiver learn best by
reading, watching a demonstration, physically performing the task, or a combination of methods?
Make sure to have written and teaching demonstration materials immediately available, if used.