Professional Documents
Culture Documents
Terminology has been updated where indicated task of sitting up, or the addition of multiple lines and
in the new edition. For example, in April 2016, the tubes in the treatment environment—will necessitate
National Pressure Ulcer Advisory Panel changed the adaptations in other areas of the process. An aware-
term pressure ulcer to pressure injury and made several ness of PTE can also facilitate problem-solving; when
changes to the staging system for pressure injuries, an obstacle in one area prevents accomplishment of
which are now reflected in Chapter 7, Positioning a mobility goal, modifications in either of the other
Your Patient for Mobility. areas may be used to create a solution. For example,
Chapter 8, which previously addressed dependent if a patient using crutches is too unstable to climb
transfers through manual and mechanical means, has (task) a set of stairs (environment) because of repeated
been revised to more closely match the classroom reality. episodes of dizziness (person), the environment may
Although both of these transfer techniques represent be altered by creating a ramp or by relocating the up-
similar levels of patient participation, teaching manual stairs items to ground level or the task may be altered
dependent transfers in conjunction with maximum-, through use of a wheelchair or by having the patient
moderate-, and minimal-assistance transfers is more go up and down the stairs in a seated position.
efficient and follows a natural motor learning progression.
The manual dependent transfer portion of Chapter 8,
therefore, was moved to Chapter 11. As Much As Possible,
In an effort to make lengthy Chapter 14 less cum-
bersome, and to emphasize both the basic principles of As Normally As Possible
assisted ambulation and the decision-making process of AMAP/ANAP
selecting, using, and progressing gait assistive devices, Fundamental to rehabilitation is the encouragement
we divided its content. Chapter 14, Navigating the of patient independence and the use of functional
Challenges of Ambulating, now covers the fundamentals movement that most closely approximates normal
of gait, an introduction to assistive devices, principles of movement patterns. The AMAP portion of the icon,
guarding during ambulation, and functional tasks such frequently highlighted in descriptions of mobility
as walking over uneven surfaces and opening doors. procedures, reminds the student to invite maximum
The new Chapter 15, Implementing Device-Specific patient participation even at the most dependent
Gait, addresses the selection, fitting, and therapeutic levels. Rolling in the bed with maximum assistance,
use of each device, along with instruction on other for example, the patient can still be encouraged to
aspects such as guarding, turning, and recognizing turn the head or even just the eyes to participate in
when patients are in need of a more stable device or the activity. The ANAP reminder to choose normal
are ready to progress to a more mobile one. movement patterns guides students in designing
Other, more global enhancements throughout movement tasks. For example, patients in the hospital
this edition include new and revised photographic or skilled nursing facilities often pull on the bed rail to
illustrations of principles and techniques and the move from supine into a sidelying position. Initiating
broadening of tasks and language to be more inclu- rolling through scapular retraction and elbow flexion,
sive of patient-care skills provided by occupational however, is not representative of typical rolling move-
therapists and o ccupational therapy assistants. Clinical ment. Instead, lowering the bed rail and encouraging
decision-making has been further emphasized through the patient to reach across and out with the uppermost
the addition of review questions at the end of each arm facilitates scapular protraction followed by trunk
chapter applying new concepts to clinical scenarios. rotation. The ANAP choice is always made within the
larger context of the patient’s needs, however. Pulling
on the bed rail may be the best choice if the patient
Features to Emphasize the is using a hospital bed at home, for example, and
Most Important Skills pulling on the bed rail makes the difference between
dependence (AMAP) and independence.
A unique feature of Mobility in Context is the repeated
use of icons to reinforce important principles of
patient-care skills throughout the progression of care. Control Centrally, Direct
Person/task/environment (PTE): Keying P
into dynamic systems theory, the PTE icon alerts T E
Distally (CCDD)
students to the dynamic and interactive nature of their One of the challenges that students face as they en-
efforts with patients. On the one hand, a change in gage in patient-care tasks is how to facilitate desired
any one area—an alteration in a person’s mental status, movements on the one hand and prevent undesired
a restriction in permitted trunk rotation during the movements on the other. The principle of controlling
movements with more proximal contact is expressed also represents the inverse relationship between s tability
as CC, control centrally. To limit unwanted movement, and mobility: gains in one typically come with losses
such as a fall during ambulation, the clinician guards in the other. When selecting assistive devices for
centrally at the shoulders and hips. The same principle ambulation, for example, the more stability a device
applies when attempting to create a controlled move- provides, the less mobile the patient is likely to be when
ment. When rolling a dependent patient to his or her using it. Similarly, when choosing the most appropriate
side for bedpan placement, for example, contact at the wheelchair for a patient, the trade-off between stability
hips and behind the scapula will give the clinician the and mobility must always be considered.
greatest ability to control the movement. Other important elements are highlighted within
Attempting to elicit movement from the patient design features of the text. Students are alerted to
using central control, however, is rarely effective and important safety reminders in the Watch Out! feature.
almost never a satisfying experience for either the pa- Keeping Current draws attention to recent research
tient or the clinician. Patient-initiated movements are or ongoing clinical debates that may affect their
best elicited by directing the patient’s most distal parts decision-making, and Clinical Tips offer students
(DD). To encourage a patient to lean forward in sitting pointers for increasing effectiveness and efficiency
prior to standing up, for example, the clinician does in the clinic.
not push the trunk forward, an action that, paradoxi- Themed, stand-alone boxes—Try This, Clin-
cally, will often result in trunk extension. Instead, the ical Reality Check, Thinking It Through, and
patient is directed to bring the head forward to touch Pathophysiology—throughout the text provide
the clinician’s hand or to bring the “nose over toes.” additional learning enhancements.
Stability-Mobility Conclusion
The relationship between stability and mobility affects In revising Mobility in Context, our commitment to
many areas of decision-making and intervention in rooting patient-care skills in the underlying princi-
patient care. The icon reminds students that ples of rehabilitation and developing them within the
patient stability typically precedes mobility. When context of the best available evidence has, if anything,
engaging patients in mobility tasks, it is important only deepened.
for students to understand that patients are typically This second edition of Mobility in Context, like the
able to maintain (S) a position before they are able to first, is intended to be a textbook that goes beyond
attain (M) it. Furthermore, patients must be able to “textbook” situations to facilitate the thinking and doing
stabilize themselves in a position before they can be skills essential to quality care and to the advancement
expected to superimpose mobility tasks. For example, of healthcare professions. The commitment to promot-
a patient who is unable to maintain sitting balance ing care and mobility skills that are shaped by sound
independently on the edge of the bed is not likely principles, evolve with our expanding knowledge,
to be able to move from supine into sitting without and reflect ultimate respect and compassion for the
considerable assistance, and the patient cannot be patient remains the central focus.
expected to perform upper-body grooming tasks (M) We are excited by the updates and enhancements
before mastering stable sitting (S). The icon in this edition and hope that it will serve you well.
xi
xiii
xv
Glossary 497
Index 509
xvii
Laws of Motion 58
Inertia 58
F = ma 59
Action–Reaction 59
Muscles Acting on Bones 60
Open and Closed Chains 60
Osteokinematics and Arthrokinematics 61
Application: Glenohumeral Movement During ROM 61
Putting It Together: Body Mechanics 62
Application: Proper Body Mechanics, Part 2 63
Clinical Review Questions 64
Reference 64
Chapter 3 Special Environments 65
Introduction 65
Critical Care Environments 65
Working as a Team 66
Applying a Systematic Approach to Mobilizing the Patients in ICU 67
Mobility Progression 68
Critical Care Devices 68
Home Environment 80
Other Environments 81
Clinical Review Question 82
References 82
Mode of Entry 96
Susceptible Host 96
Standard Precautions 96
Hand Hygiene 96
Respiratory Hygiene 100
Personal Protective Equipment 100
Gloves 100
Gowns 100
Face Masks, Goggles, and Face Shields 100
Application of Standard Precautions 101
Clinical Attire 101
Clean Environment 101
Treatment Surfaces 101
Linens 102
Equipment 102
Toys 102
Disposal of Soiled Items 102
Sharps Containers 102
Transmission-Based Precautions 103
Contact Precautions 103
Droplet Precautions 104
Airborne Precautions 104
Donning and Doffing PPE 105
Donning PPE 105
Donning the Gown 105
Donning the Face Mask or Respirator 105
Donning Goggles or Face Shield 110
Donning Gloves 111
Doffing PPE 111
Removing Gloves 111
Removing Goggles or Face Shield 113
Removing the Gown 113
Removing the Face Mask or Respirator 113
Clean and Sterile Techniques 114
Clean Technique 114
Preparing for High-Infection-Risk Activities 114
Setting Up a Clean Field 114
Sterile Technique 114
Preparing for Use of Sterile Gloves and Instruments 114
Setting Up a Sterile Field 115
Donning and Doffing Sterile Gloves 116
Checking Expiration Dates 117
Protective Precautions for Special Populations 117
Transplant Recipients 117
Pediatric and Geriatric Patients 118
Psychosocial Aspects of Isolation 118
Clinical Review Questions 119
References 119
Transfers 232
Person 232
Task 233
Environment 233
Motor Learning 233
References 235
XI.
XIV.