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Improving Competency in Safe Patient Handling Through Online Learning Beyond the Classroom: A Longitudinal Study.

Jo Webb1, Peter Hogg2, Martin Twiste3

  • 1Jo Webb, MSc, PGCAP, Dip COT, is Specialist Occupational Therapist, Rehabilitation for Independence, Bury, United Kingdom. At the time this work was completed, Webb was Senior Lecturer in Occupational Therapy, School of Health and Society, University of Salford, Salford, United Kingdom; jo.webb@rehabforindependence.co.uk.

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Online training combined with competency assessment significantly improved patient handling skills and safety in occupational therapy students. This approach offers an effective alternative to traditional face-to-face training, enhancing caregiver and service user well-being.

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Area of Science:

  • Healthcare Education
  • Occupational Therapy
  • Patient Safety

Background:

  • Traditional face-to-face training for safe patient handling is inconsistently delivered.
  • Limited evidence exists that traditional training effectively reduces patient handling risks.

Purpose of the Study:

  • To evaluate the long-term effectiveness of an online training system for patient handling skills.
  • To assess if online training, coupled with competency evaluation, can replace annual practical updates.

Main Methods:

  • A 3-year quasi-experimental study tracked 243 undergraduate occupational therapy students.
  • Participants used a multimedia online training system instead of traditional practical sessions.
  • Annual competency evaluations assessed skills and safety in four patient handling tasks.

Main Results:

  • Significant skill improvements were observed in sit-to-stand, repositioning, hoisting, and slide sheet maneuvers (p < .05 to p < .0001).
  • Participants achieved 100% safety scores for repositioning and hoisting tasks.
  • The online system demonstrated superior results compared to traditional annual practical updates.

Conclusions:

  • An online training system with competency assessment effectively enhances patient handling skills and safety.
  • This blended approach reduces the need for tutor-led training hours.
  • The findings support replacing traditional training with online modules, especially in contexts requiring social distancing.