Every day, thousands of physical therapists and rehabilitation nurses are required to perform physically demanding therapeutic patient handling tasks that are stressful to the caregiver and increase his or her risk of developing work-related musculoskeletal disorders (MSDs). In rehabilitation, patient handling tasks might be classified as"traditional" or "therapeutic."Traditional tasks have a practical goal, such as transferring a patient from bed to a wheelchair, and therapeutic tasks have more targeted goals such as facilitating patient function and independence. Therapeutic patient handling tasks present a greater risk for caregivers to sustain work-related MSDs than typical patient handling tasks do because caregivers are exposed to high mechanical loads on the spinal tissues for longer amounts of time. The Veterans Health Administration, Association of Rehabilitation Nurses, and the American Physical Therapy Association endorse the use of modern patient handling technology as part of a comprehensive safe patient handling program for providing therapy in rehabilitation settings. Information about patient handling technology that is effective in reducing the risk of work-related MSDs from performing therapeutic patient handling and movement tasks is also presented and discussed in this article.

Technology has improved and expanded the equipment options for use in patient handling. There is substantial evidence that these activities expose healthcare professionals, including nurses and physical therapists, to risk for work‐related musculoskeletal disorders. There is also evidence that ergonomic use of equipment to assist with patient handling is associated with decreases in injuries among healthcare providers. The use of patient‐handling equipment has additional potential for facilitating the goals of rehabilitation and improving patient outcomes. This article presents an overview of new research areas and a discussion of these topics.

The purpose of this study was to determine: (1) the energy cost and (2) the psycho-physiological effects of an aerobic dance programme in young women. Twenty-one college-age women participated 40 minutes a day, three days a week, for a 10-week training period. Each work session included a five-minute warm-up period, a 30-minute stimulus period (including walk-runs) and a five-minute cool-down period. During the last four weeks of the training period, the following parameters were monitored in six of the subjects during two consecutive sessions: perceived exertion (RPE) utilising the Borg 6-20 scale, Mean = 13.19; heart rate (HR) monitored at regular intervals during the training session, Mean = 166.37; and estimated caloric expenditure based on measured oxygen consumption (\YO2) utilising a Kofranyi-Michaelis respirometer, Mean = 289.32. Multivariate analysis of variance (MANOVA) computed between pre and post tests for the six dependent variables revealed a significant approximate F-ratio of 5.72 (p <.05). Univariate t-test analysis of mean changes revealed significant pre-post test differences for V02 max expressed in ml/kg min 1, maximal pulmonary ventilation, maximal working capacity on the bicycle ergometer, submaximal HR and submaximal RPE. Body weight was not significantly altered. It was concluded that the aerobic dance training programme employed was of sufficient intensity to elicit significant physiological and psycho-physiological alterations in college-age women.

Introduction:Passing the National Physical Therapy Examination (NPTE) is a necessary step in progressing into a professional career. The purpose of this study was to identify student factors that predicted failure on the first attempt of the NPTE in graduates of a blended Doctor of Physical Therapy (DPT) program.Review of Literature:Student factors that may affect NPTE outcomes have been studied in traditional physical therapist education programs but have not been studied in blended programs. Blended instruction is a delivery format that combines distance asynchronous learning and face-to-face synchronous learning in a complementary way.Subjects:Two hundred ten graduates from 6 consecutive cohorts of a DPT program taught in a blended format.Methods.Retrospective observational cohort design. Demographic, preadmission, and in-program academic data and NPTE pass/fail status were collected. Variables were analyzed with forward stepwise logistic regression for their ability to predict first-time NPTE failure. Receiver operating characteristic curves were plotted to determine cut points of predictive variables.Results.Two regression analyses were conducted. First, an analysis of all variables identified 3 significant predictors: comprehensive examination score, cumulative third-year grade point average, and Graduate Record Examination Verbal Reasoning (GRE-V) score, which explained 43.2% of the variance. The second analysis excluded variables occurring late in matriculation to identify early occurring predictors. This yielded 2 early predictive variables, GRE-V score and academic difficulty, which explained 29.5% of the variance.Discussion and Conclusion.To our knowledge, this is the first study of predictors of NPTE outcomes in blended DPT program graduates. Like previous studies, a mix of preadmission and in-program factors predicted first-time NPTE failure. These findings may help inform admissions policies, academic advising processes, and academic warning policies in blended programs. Future research is needed to explore factors unique to blended educational settings and the qualities of the students they attract.