Ensino da mobilização precoce do paciente crítico para estudantes de graduação do curso de Fisioterapia da UFRN

Abstract

Early mobilization has proven increasingly important in modifying clinical outcomes such as mortality and disability after hospitalization, also generating interest in how teaching this practice can interfere with clinical practice. Several gaps in knowledge and training for mobilizing critically ill patients by physiotherapists are evident, however studies that address teaching methodologies for early mobilization even at undergraduate level are scarce. Given the need for improvements in aspects related to knowledge and teaching of this practice, the objective of this work was to offer a teaching proposal for early mobilization of critically ill patients for students on the UFRN physiotherapy course. We included 42 students enrolled of the undergraduate course in physiotherapy at UFRN who answered a test to measure prior knowledge and then participated in a theoretical-practical course on early mobilization of critical patients addressing the Safety of Early Mobilization; Indications and Contraindications; Mobilization modalities; Prognostic indicators of early mobilization; and Effects and evidence of early mobilization. The practical component was offered with the simulated practice of two clinical cases with the aim of allowing students to recognize situations indicating or contraindicating early mobilization; administration of therapy and performed the technique correctly. Afterwards, the students described their sensations during the simulation, analyzed and reflected on what they learned from their experiences in the scenarios and provided feedback on the content taught. Finally, the test applied prior to the intervention was reapplied to measure skill gains, along with a questionnaire to assess students' satisfaction and self-confidence with the content taught, consisting of two subscales: satisfaction and self-confidence with Likert-type answers – 1 to 5. Finally, students responded to a questionnaire with open questions. We observed a significant gain in skills with the course and a high level of satisfaction and self-confidence among physiotherapy students. The qualitative analysis revealed a great acceptance in the use of clinical cases, insufficient provision of content on early mobilization throughout the physiotherapy degree and a preference for predominantly practical classes for learning. It is concluded that the development in offering a theoretical-practical course on early mobilization of critically ill patients promoted the gain of skills of the participating students, with an increase in satisfaction and selfconfidence in learning. It is concluded that the development in offering a theoreticalpractical course on early mobilization of critically ill patients promoted the gain of skills of the participating students, with increased satisfaction and self confidence in learning.