领导决策参谋.pptVIP

TRAINING MODULE FOR OCCUPATIONAL AND PHYSICAL THERAPISTS IN THE NICU Presented by Lisa Bader, OTR/L, CEIMAugust, 2008 PURPOSE To provide a systematic structure of learning for OT’s and PT’s who want to work in the NICU Ensure that the quality of care given by therapists in our NICU is world-class and recognized as such by other members of the NICU team Follow national AOTA and APTA guidelines for therapists working in the NICU WHAT ARE THE GUIDELINES? AOTA and APTA have similar articles and guidelines written regarding OT and PT services in the NICU Both emphasize the specialized knowledge required to practice in the NICU because of the medical fragility and developmental variability of NICU infants “Interactions and therapeutic interventions that may appear innocuous can trigger physiologic instability in an infant and can be life threatening.” (AOTA, 2006). OUR SPECIFIC TRAINING MODULE D. Formulate an individualized therapeutic intervention plan 1. Determine appropriate timing of infant interventions on basis of medical . . . . In general, infant evaluations and treatments are done prior to a “care time” to allow the infant to have as much sleep and undisturbed time as possible. Often, a therapist finds out what the care times are for a particular baby and then requests to see the baby 15-30 minutes prior depending on how long a session is planned. Older infants may tolerate close to 25-30 minutes where a younger premie may not even tolerate 15 minutes. Nevertheless, this is the general guidelines followed at this time. However, it is important to determine the timing of assessments and interventions according to that individual infant. “Safety for the infant takes priority over convenience for the therapist in all aspects of care.” (Case-Smith, 2001, p. 652). An evaluation may have to be done in parts and no part of an evaluation should be done if it is not necessary. The evaluation can be almost entirely completed through c