Tom: Videos with Related Questions
Videos & Related Questions
Questions taken from the faculty resource: Emphasize Authenticity
Note: multiple videos are referenced in this resource.
What information does each line or monitor provide?
How does the clinician determine if it is safe to disconnect each line?
For each monitor, what is the acceptable level or reading that indicates that the client may participate in therapy?
How might the ICU environment influence a client and their family members?
How does the ICU environment influence intervention?
Reflect on your initial reaction to seeing a medically complex client in the ICU environment. Do you feel competent to work in this setting? How could you prepare to work effectively in the ICU?
Questions taken from the faculty resource: Virtual Patient - ICU Co-Treatments
Note: multiple videos are referenced in this resource.
What therapies were involved in the co-treatment session today?
What did you learn and see (can include ALL of the ICU Co-treatment videos) on how the two clinicians communicated with one another?
What did you see on-camera that included preparing the client, the equipment, and the room to enhance client safety during the co-treatment session?
What MUST have happened, but was not captured on camera to prepare for the co-treatment session?
Questions taken from the faculty resource: Virtual Patient - ICU Co-Treatments
Note: multiple videos are referenced in this resource.
How much assistance was required to place the shorts on the client?
a. CARE
b. FIM
How well did Tom lift his hips to allow placement of shorts (how high)?
Questions taken from the faculty resource: Emphasize Authenticity
Note: multiple videos are referenced in this resource.
How do the clinicians position themselves to facilitate progress toward client goals while utilizing standard precautions and effective body mechanics?
What makes communication effective in this environment? How do the clinicians ensure client understanding?
What are the advantages of working as a team in this setting? What are the disadvantages?
How is safety addressed in the ICU setting? How might this be different in other settings?
Questions taken from the faculty resource: Virtual Patient - ICU Co-Treatments
Note: multiple videos are referenced in this resource.
What portion of the roll to the L did Tom do?
How much assistance did he need to roll to the left?
a. CARE
b. FIM
What portion of the roll to the R did Tom do?
How much assistance did he need to roll to the right?
a. CARE
b. FIM
What portion of the transition from right side lying to sitting at the edge of the bed did Tom perform?
How much assistance did Tom need to transition from right side lying to sitting at the edge of the bed?
a. CARE
b. FIM
What did the PT and OT do to make the transition from side lying to sitting at the edge of the bed easier for Tom to perform?
Questions taken from the faculty resource: Emphasize Authenticity
Note: multiple videos are referenced in this resource.
How do the clinicians position themselves to facilitate progress toward client goals while utilizing standard precautions and effective body mechanics?
What makes communication effective in this environment? How do the clinicians ensure client understanding?
What are the advantages of working as a team in this setting? What are the disadvantages?
How is safety addressed in the ICU setting? How might this be different in other settings?
Questions taken from the faculty resource: Virtual Patient - ICU Co-Treatments
Note: multiple videos are referenced in this resource.
What did the PT and OT do to make sitting on the edge of the bed and working on ADL and balance tasks easier to perform?
How much assistance did Tom need to scoot forward?
a. CARE
b. FIM
What improvements in Tom’s abilities from the previous treatment day did the PT comment on?
How did the PT set herself up to provide improved external support for Tom?
What happened when the IV was beeping? How was the issue resolved?
Questions taken from the faculty resource: Virtual Patient - ICU Co-Treatments
Note: multiple videos are referenced in this resource.
What were the primary tasks that the PT and OT worked on with Tom during this vignette?
How did the PT alter her support for Tom and what was the impact of this alteration of support?
Did they ensure that the L UE was in weight bearing and if so how did they accomplish this?
What did they ask related to Tom’s glasses and why did they do this task or activity?
How did they work on Tom’s sitting balance and posture in this vignette?
How did they visual scanning to the L?
Was this intervention successful and if so how so?
Questions taken from the faculty resource: Virtual Patient - ICU Co-Treatments
Note: multiple videos are referenced in this resource.
How did the PT and OT encourage participation during the transfer to the chair?
In what direction did the PT direct the client to lean and why did she make this suggestion?
How did the PT and OT change their places they were spotting the patient and how did they ensure the client was safe during this transition?
How did the PT and OT ensure the client knew where the chair was that he was going to transfer into?
Why did the PT ask the client to remove his glasses during the transfer?
What assist was needed for the transfer chair to bed?
a. CARE
b. FIM
Predict impairments you saw during your movement analysis for bed mobility.
What objectives measures would you complete to assess the impairments?
What would you predict to be the outcome of the impairment testing?
How would you intervene to reduce or address the impairment (within session)?
Questions taken from the faculty resource: Virtual Patient - ICU Co-Treatments
Note: multiple videos are referenced in this resource.
How did the PT and OT encourage patient participation and what did the patient do to scoot back in the chair?
How did the PT and OT assist the patient in scooting back in the chair?
What did the PT and OT do to specifically position the patient in the chair?
Why did they choose to do these steps and was it successful? If so what did you see?
Questions taken from the faculty resource: Virtual Patient - ICU Co-Treatments
Note: multiple videos are referenced in this resource.
Why was the OT on the left side of the patient?
What happened when the patient yawned and what is it called?
Using the Fugl-Meyer assessment tool for the UE how would you score the patient with this observation?
What is the likelihood that you might begin to see spasticity in his L UE?
Questions taken from the faculty resource: Virtual Patient - ICU Co-Treatments
Note: multiple videos are referenced in this resource.
What did the PT and OT do prior to transferring the patient back to bed (think of the environment and equipment)?
What did the PT and OT request the patient to do to assist with the transfer back to bed?
What did the PT use to scoot the patient forward in the chair?
How much assistance was required during the transfer?
a. CARE
b. FIM
Why is it important to position the feet prior to transferring the patient and what would be the optimal position?
The therapist cued the patient to reposition their L UE. What is this clinical evidence of with this particular patient?
According to what you observed when viewing the video clips what vessel or vessels are likely involved in his stroke?
Questions taken from the faculty resource: Virtual Patient - ICU Co-Treatments
Note: multiple videos are referenced in this resource.
What did the PT and OT do to finalize the session?
If the IV begins to beep and the therapists are unable to resolve addressing the alarm, what should the PT and OT do?
What movement did you note in Tom’s L LE? How would you describe this movement (using Fugl Meyer assessment for LE)?
Describe how the therapists optimized the patient’s supine position. Give examples of his bed positioning program and the equipment the therapists utilized.
What are the PROM precautions for a patient with a flaccid upper extremity?
Why did the therapists position the head of the bed at 30 degrees?