Teaching early mobilization of the critically patient to undergraduate students of the physiotherapy course at UFRN

Abstract

Early mobilization has proven increasingly important in modifying clinical outcomes, 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, but studies that address teaching methodologies for early mobilization even at undergraduate level are scarce. The objective of this work was to offer a proposal for teaching early mobilization for students on the UFRN physiotherapy course. The students answered a test to measure prior knowledge and then participated in a theoretical-practical course on early mobilization of critically ill patients, followed by the test applied prior to the intervention to measure the gain in skills, together with a questionnaire to assess satisfaction and students' self-confidence with the content taught consisting of two subscales: satisfaction and self-confidence with Likert-type answers – 1 to 5, in addition to answering a questionnaire with open questions. A significant gain in skills was observed with the course taught and a high level of satisfaction and self-confidence among physiotherapy students. The statements from the analysis demonstrated a great acceptance in the use of clinical cases, insufficient provision of content on early mobilization throughout the course 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 self-confidence in learning.