University of Nebraska Medical Center
DigitalCommons@UNMC
Posters and Presentations: Physical Therapy
Physical Therapy
2-2016
Using active learning strategies to teach DPT
students how to assertively address inappropriate
patient sexual behavior (IPSB)
Betsy J. Becker
University of Nebraska Medical Center, [email protected]
Kathleen G. Volkman
University of Nebraska Medical Center, [email protected]
Robin R. High
University of Nebraska Medical Center, [email protected]
Follow this and additional works at: http://digitalcommons.unmc.edu/cahp_pt_pres
Part of the Physical Therapy Commons
Recommended Citation
Becker, Betsy J.; Volkman, Kathleen G.; and High, Robin R., "Using active learning strategies to teach DPT students how to assertively
address inappropriate patient sexual behavior (IPSB)" (2016). Posters and Presentations: Physical Therapy. Paper 7.
http://digitalcommons.unmc.edu/cahp_pt_pres/7
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Using active learning strategies to teach DPT students how to assertively
address inappropriate patient sexual behavior (IPSB)
Betsy J. Becker, PT, DPT,
1
CLT-LANA ,
Kathleen Volkman, PT, MS,
1
NCS ,
Robin High,
2
MBA ,
1.Division of Physical Therapy Education, College of Allied Health Professions, University of Nebraska Medical Center (UNMC), Omaha, NE;
2.College of Public Health, Department of Biostatistics, UNMC, Omaha, NE
Background/Purpose
Student Learning Objectives
Inappropriatesexualbehaviorisdefinedasa“verbalorphysicalactofan
explicit,orperceived,sexualnature,whichisunacceptablewithinthesocial
contextinwhichitiscarriedout.”1
1.Adjustinteractionswithpatients/clientsappropriatelyinresponsetoinappropriate
patientsexualbehavior.
2.Recognizefactorsinfluencinginappropriatepatientsexualbehavior.
3.Discriminatebetweenpatientbeneficenceandnonmaleficence asitrelatestoa
patient/clientcaseofinappropriatepatientsexualbehavior.
4.Practiceassertivetechniquesanddocumentencountersforinappropriatepatient
sexualbehavior.
InasurveyofU.S.PTs,86%oftherespondentsreportedexperiencingatleast
onetypeofIPSB.2 Cambier suggestsitisimportanttotrainstudentPTstouse
assertivetechniquestohandleIPSB.3 PTeducationprogramsarerequiredto
teachconceptsofprofessionalduty,communicationskills,andcultural
competency,however,managementtechniquesofIPSBintheclinicarenot
uniformlytaughtinschools.4 Theuseofactivelearningmethodssuchasrole
playsimulationandsmallgroupdiscussionhasbeenusedtotrainother
healthcareprofessionalstopracticehandingIPSB.5,6
5.Analyzetheeffectivenessoftechniquesusedduringanencounterwithapatient
demonstratinginappropriatepatientsexualbehavior.
Theaimofthisstudywastoassessstudentoutcomesfollowinganactive
learningexperiencedesignedto:
1) teachstudentsassertivetechniquestomanageIPSB,
2) promotecriticalthinkingaboutthetopicofsexuality,and
3) engagestudentsinflippedandactivelearningmethods.
Results
• 43of45studentsreportedreadingthepreparatoryarticlepriortoclass and
allstudentsengagedinthein-classactivelearningmethod.
• Therewasaninteractionbetweengenderandthesurveyquestionon
knowinghowtorespondtoIPSB(Figure1).Femalesperceivedtheirabilities
tobelowerthanthemalesinitially,buttheyscoredhigherpost-instruction
forthisquestion.
• Studentsreportedanincreaseinconfidencethattheycouldremain
professionalwhenfacedwithasituationofIPSB(p=.004).
• Studentsreportedthatassertivetechniquesarethemostappropriate
strategyforIPSB(p<.001).
• Studentweresatisfiedandsupportedflippedandactivelearningmethods
forfutureuse(Figure2).
“Itwashelpfultohaveactual
scenariosthathavehappenedin
theclinic.Ihaveneverreally
knownhowtohandlethesetypes
ofsituations.Ilikethedifferent
methodsandhowyoutoldusthat
itisn’tourfaultthatitisan
unusualsituation.”
“Ilearnedandfeelempowered
thatinappropriatebehaviorisnot
myfault,butthatnotdealingwith
itcanhinderpatientsfrom
reintegratingintothecommunity.”
Materials /Methods
Conclusion and Clinical Relevance
Facultydevelopedeightcasescenariosforthein-classdiscussionandroleplay.
Studentscompletedthreepre- andpost-classpapersurveysabouttheirbeliefs
andknowledgeaboutIPSB.Theflippedmodelinvolvedreadinganassigned
articleonthetopicpriortotheclass,briefinstructionbyfaculty,interactive
small-groupdiscussion,roleplay,andalargegroupdebriefinclass.
Studentsthatcompletedthislearningactivityimprovedtheirknowledgeof,
comfortwithandperceptionsaboutIPSBbasedonoursurveyquestions.
WerecommendusingflippedandactivelearningmethodstoinstructDPT
studentsinassertivetechniquestoaddressIPSB.PTsoftenencounterIPSBin
theclinic.Thereforepracticingstrategiesinpreparationforthesesituations
couldleadtomoreappropriatetherapist-patientinteractions.
5
Outcome
Measure(
Pre$
test
Post$
test(1
Post$
test(2
4
3
20weeks
Timeline
Content(
Source
Prior%
Knowledge
Independent%
Pre0Class%Reading%Assignment
•
•
•
•
20hour% Group
Training%Class
Mini0lecture%led%by% faculty
Small%group%role%play
Faculty0led%debrief
Student%written%reflection
References
2
1
0
Figure1.Responsestothequestion:Iknowhow
torespondtoapatientwhoisdisplayingIPSB
towardme.(5-pointLikertScale1=stronglydisagree;5=
stronglyagree)
Satisfactionwith
learningactivity
Recommendfor
futureclasses
Figure2.StudentSatisfaction
(5-pointLikertScale1=stronglydisagree;5=
stronglyagree)
1. JohnsonC,KnightC,AldermanN.Challengesassociatedwithdefinitionandassessmentofinappropriatesexual
behavioramongstindividualswithanacquiredneurologicalimpairment.BrainInj. 2006;20:687-693.
2. deMayoRA.Patientsexualbehaviorsandsexualharassment:anationalsurveyofphysicaltherapists.Phys Ther.
1997;77(7):739-744.
3. Cambier Z.Preparingnewclinicianstoidentify,understand,andaddressinappropriatepatientsexualbehaviorin
theclinicalenvironment.JPhys Ther.2013;27(2):7-15.
4. CommissiononAccreditationforPhysicalTherapyEducationEvaluativeCriteriaforPTPrograms.
http://www.capteonline.org/uploadedFiles/CAPTEorg/About_CAPTE/Resources/Accreditation_Handbook/Evalua
tiveCriteria_PT.pdf AccessedMay4,2014.
5. Zook R.Teachingstafftohandleapatient’ssexuallyinappropriatebehavior.JNurs StaffDev.2000;16(4):181183.
6. Hartl TL,ZeissRA,MarinoCM,ZeissAM,Regev LG,Leontis C.Clients’sexuallyinappropriatebehaviorsdirected
towardclinicians:conceptualizationandmanagement.ProfessionalPsychol:ResPract.2007;38(6):674-681.