Group Teaching Unit
February 12, 2007
Wound Care/Simple First Aid for a Geriatric Population with Visual Impairment
Prior to beginning the activity, the therapist should structure the physical working environment, gather materials, and organize materials in order to create a supportive learning environment. Because the older adults will have difficulty seeing and possibly hearing, the therapist should create a close physical environment near the front of the room to facilitate optimal communication for completing the activity. On the white board in the front of the classroom, the five basic steps of wound care will be written up. The materials for the activity should be also gathered and individually packaged prior to the patient's visit.
Materials for wound care/simple first aid:
Materials for modifications/adaptations: Gauze pads
Antiseptic cleansing wraps or antiseptic swabs
Purell instant hand sanitizer
Band-aids with antibiotic ointment
Handout of steps in large print
Handout of large pictures to follow along
The space assigned to the wound care group is half of D106 classroom. The physical work area will be restricted to the table arrangement in the front of the classroom. The therapist's teaching table will be parallel to the front of the room in front of the white board to create a focal point for the participants' attention. Perpendicular to the teaching table, the therapist should also place two long tables together along the horizontal edge and make sure five chairs are surrounding the table (see diagram 1). This set-up allows all participants to see and hear the therapist demonstrating how to perform the task. One packet of materials will be placed in front of each participant, so that all patients will have easy access to materials and not have to organize them, as this will be the participant's first wound care activity.
Patients should be able to open an antiseptic and adhesive bandage wrapper without any adaptations, such as scissors. Patients should be able to have attention span within functional limits. Patients should have fine motor skills within functional limits. Patients should be able to sit and work for at least a 10 minute time frame. It is acceptable to take a short break (i.e. 2 minutes) within the session. However, a prolonged break (i.e. more than 2 minutes) or frequent break can be less productive to the flow of the activity and be distracting to other patients, as this a group activity. Thus, patients should be encouraged to take a break before the activity. Interpersonal skills include being able to ask for and receive help from the instructor or other group members and not speaking/interrupting when the instructor the therapist when he/she is demonstrating the activity. Patients should also be able to follow directions after seeing the therapist demonstrate the correct procedures. Intrapersonal skills include patience and self-discipline to follow the steps sequentially as instructed.
The patient will be able to follow step-by-step instructions of basic wound care after watching a demonstration by the therapist. Patient will display acceptable classroom/group behaviors (i.e. not interrupting when someone else is talking, speaking quietly).
Content to be Taught
Process to Used
Therapeutic Outcome- quality, independence, or/frequency criterion
Functional Outcomes (1) Introduction
a)Determine the severity of the wound
(a)Therapist (OTA) will explain to the clients that if they are too uncomfortable or unable to address the wound, they should find an able person. If the wound is minor and the participant is able and willing, they should proceed to the five steps of basic wound care. If it is major, they...
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