Basic Body Awareness Therapy and patient education in hip osteoarthritis: a multiple case study

2016 ◽  
Vol 18 (2) ◽  
pp. 116-125 ◽  
Author(s):  
Liv Inger Strand ◽  
Aarid Liland Olsen ◽  
Heid Nygard ◽  
Ove Furnes ◽  
Liv Heide Magnussen ◽  
...  
Physiotherapy ◽  
2015 ◽  
Vol 101 ◽  
pp. e1444-e1445
Author(s):  
L.I. Strand ◽  
A. Olsen ◽  
H. Nygard ◽  
O. Furnes ◽  
L.H. Magnussen ◽  
...  

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 926.1-926
Author(s):  
A. L. Olsen ◽  
L. H. Magnussen ◽  
L. H. Skjaerven ◽  
J. Assmus ◽  
M. A. Sundal ◽  
...  

Background:Patients with hip osteoarthritis tend to develop stereotype and energy demanding movement strategies with potential negative effects on disease progression and daily life functioning. A multi-perspective view on movement quality is applied in the physiotherapy modality Basic Body Awareness Therapy (BBAT), with its movement awareness learning pedagogy. BBAT has been found beneficial for functional movement quality, symptoms, and psychological aspects of health in patients with various long-lasting conditions.Objectives:To investigate the short-term (6 months) effects of BBAT, added to Patient Education (PE) compared with PE only in patients with hip osteoarthritis.Methods:A block-randomized controlled trial with 6 months follow-up was conducted. Patients were allocated to 3.5 hours of PE plus 12 weekly sessions of BBAT, each lasting 90 minutes (intervention group), or to PE only (comparison group). Primary outcomes: Numeric Rating Scale (NRS) for pain during walking and Hip Osteoarthritis Outcome Score, subscale Activities of Daily Life (HOOS A). Secondary outcomes included physical capacity tests: Chair test, Stairs test, six-minutes walking test (6MWT), movement quality evaluation: Body Awareness Rating Scale – Movement Quality and Experience (BARS-MQE), and self-reported measures: Activity level (UCLA), function (HOOS subscales P, S, SP, QL and Harris Hip Score (HHS), self-efficacy (Arthritis Self-efficacy Scale, ASES), and health (EuroQol, EQ-5D-5L).Patient Global Impression of Change (PGIC) on pain and function was registered at 6 months.ANCOVA of change was used in intention-to-treat and per protocol analysis.Results:101 patients were included, average age 63 years, 80% female. There was no difference in change between the groups on the primary outcomes at 6 months. However, movement quality (BARS-MQE) improved more (p<0.001) in the intervention group, and the patients reported more improvement in pain (PGIC) than the comparison patients (p=0.031). In per protocol analysis, including 30 patients who attended at least 10 BBAT sessions, intervention patients had statistically significant better scores on self-efficacy (ASES pain, p=0.049), health (EQ5D5L VAS, p=0.037) and function (HHS, p=0.029) than the comparison patients.Conclusion:Patients with hip osteoarthritis were not found by the primary outcome measures to improve more by BBAT added to PE than by PE alone. Movement quality improved, however, significantly more in the intervention group. With sufficient compliance to BBAT, significant more improvement in additional health indicators was demonstrated.References:[1] Egloff C, Hugle T, Valderrabano V. Biomechanics and pathomechanisms of osteoarthritis. Swiss Med Wkly. 2012;142:w13583.[2] Smith TO, Purdy R, Lister S, Salter C, Fleetcroft R, Conaghan P. Living with osteoarthritis:Systematic review and meta-ethnography. Scand J Rheumatol. 2014;43(6):441-452.[3] Skjaerven LH, Kristoffersen K, Gard G. An eye for movement quality: a phenomenological study of movement quality reflecting a group of physiotherapists’ understanding of the phenomenon. Physiother Theory Pract. 2008;24(1):13-27.Acknowledgments:The authors thank the funding institution; The Norwegian Fund for Post-graduate training in Physiotherapy.Disclosure of Interests:None declared


2016 ◽  
Vol 39 (16) ◽  
pp. 1631-1638 ◽  
Author(s):  
Aarid Liland Olsen ◽  
Liv Inger Strand ◽  
Liv Helvik Skjaerven ◽  
Mary-Anne Sundal ◽  
Liv Heide Magnussen

Pflege ◽  
2020 ◽  
pp. 1-9
Author(s):  
Carola Maurer ◽  
Heidrun Gattinger ◽  
Hanna Mayer

Zusammenfassung. Hintergrund: Einrichtungen der stationären Langzeitpflege investieren seit Jahren Ressourcen in die Entwicklung der Kinästhetikkompetenz der Pflegenden. Aus aktuellen Studien geht hervor, dass die Implementierung, bzw. die nachhaltige Förderung der Kinästhetikkompetenz problematisch ist, vertiefte Erkenntnisse zu den Ursachen fehlen jedoch. Fragestellung: Welche Hemmnisse verhindern eine nachhaltige Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege? Methode: Es wurde eine Multiple Case-Study in drei Einrichtungen der deutschsprachigen Schweiz durchgeführt. Aus leitfadengestützten Interviews und (fallbezogener) Literatur zum externen Kontext wurden in den Within-Case-Analysen die Daten induktiv verdichtet und diese Ergebnisse in der Cross-Case-Synthese miteinander verglichen und abstrahierend zusammengeführt. Ergebnisse: Die Synthese zeigt, dass die Implementierung von Kinästhetik innerhalb der Einrichtung auf drei verschiedenen Ebenen – der Leitungs-, Pflegeteam- und Pflegeperson-Ebene – als auch durch externe Faktoren negativ beeinflusst werden kann. Schlussfolgerungen: In der Pflegepraxis und -wissenschaft sowie im Gesundheitswesen benötigt es ein grundlegendes Verständnis von Kinästhetik und wie dieses im Kontext des professionellen Pflegehandelns einzuordnen ist. Insbesondere Leitungs- und implementierungsverantwortliche Personen müssen mögliche Hemmnisse kennen, um entsprechende Strategien entwickeln zu können.


2020 ◽  
Vol 1 (3) ◽  
pp. 103-132
Author(s):  
Rungamirai Matiure ◽  
Erick Nyoni

This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.


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