Dr Mike Fray Research Fellow, Loughborough Design School, Loughborough University (P14, Wednesday, Lower NZI Room, 9-10)

1. Education for
Patient Handling Practitioners
Dr Mike Fray
Research Fellow
Loughborough University
Loughborough Design School

2. Overview
A personal introduction
How does someone become a PHP?
Competency Frameworks for Handling
Practitioners
A Question of Education?
Some questions to ponder
Loughborough Design School

3. A personal journey
 Ergonomist, Physiotherapist
 1993 - Derby Royal Infirmary,Notts Healthcare
 Role of Back Care Advisor
 1994 Loughborough University (CHaRM)
 1996 Created a post-graduate competency programme for BCA
 Post-graduate Certificate, Diploma and Masters
 400+ certificate graduates, 48 Masters graduates
 £1.2m to 2009, Moved into Design School
 Organisational priorities
 Programmes closed
 .............................................A chance to reflect?
Loughborough Design School

4. Becoming a Recognised Professional
Assessment on
entry
Education
Qualification
Proficiency
Training Post
CPD
Experience
Professional
Recognition
Loughborough Design School

5. Becoming a Patient Handling Practitioner
Assessment on
entry
Education
Qualification
Proficiency
Apply for position
Training Post
CPD
Experience
Professional
Recognition
Loughborough Design School

6. Becoming a Patient Handling Practitioner
Assessment on
entry
Education
Qualification
Proficiency
Apply for position
Training Post
CPD
In house courses
Experience
Conferences
Expert programmes Professional
Recognition
Loughborough Design School

7. Becoming a Patient Handling Practitioner
Assessment on
entry
Education
Qualification
Proficiency
Apply for position
Training Post
CPD
In house courses
Experience
Conferences
Expert programmes Experience Professional
Recognition
Loughborough Design School

8. Where we all come from?
How does someone become a
Patient
Handling
Practitioner or
Professional?
Loughborough Design School 8

9. Registrations on MSc programme
Loughborough Design School

10. Other countries
Simple Questionnaire Survey (Fray 2012)
Location PT OT H&S Nurse Ergs OH Man-
Medic ager
Ireland XX X X X X
Holland X X X X X X X
Finland XXX x X X X
Germany X X X X XX
Switzerland X X
Sweden XX X X
Portugal X X X X
Italy X X X X XX
USA X X X X X X XXX
NZ X X X X X
Australia X X X X ?
Loughborough Design School

11. Skills and Experience
Location In House Expert Networks Govern’t Univ/
Training training Schools
Ireland * * * FETAC *
Holland * * Ergocoach *
Finland * * FIOH *
Germany * * WorkComp
Switzerland * (Kin)
Sweden * * *
Portugal * *
Italy * *
USA * * * *
NZ * * *
Australia * *
Loughborough Design School

12. Assessment or Accreditation
Location Accreditation
Ireland Yes FETAC Training
Holland None
Finland Yes FIOH passport system
Germany Yes Kinaesthetics Trainers
Switzerla Yes Kinaesthetics Trainers
nd
Sweden No
Portugal No
Italy Yes Univ Milan, not required
USA Yes ASPHP 2 levels
NZ No
Australia Yes Manutention, Safety Institute of
Australia
Loughborough Design School

13. Assessment and Accreditation
 Who or what is the source of the accreditation process?
 Two levels of accreditation
 Local trainer
 Organisational/Expert
 Trainer accreditation is wide spread
 Training for trainers, Adult education
 Manutention, Kinaesthetics etc….
 Ergonomics/Risk management qualifications are less frequent
 Assessment by experience
 UK, USA, SIA, Finland Passport
Loughborough Design School

14. Competency Assessment
Exposure to risk model
Handler competency
Passports, Wales, Scotland, Finland
Consider the evidence, (Hignett et al 2003, Martimo et al 2008, Amick
et al 2008)
Assessment for PHP?
Loughborough Design School

15. National Back Exchange
General history
Systems and expertise
Inter-Professional Curriculum (1st, 2nd Ed)
Local link worker/Organisational level
Registered Member
•Direct Entry
•Re-instated APLE process 2011
Loughborough Design School

16. Competency Frameworks
NBE Registered Member
 NBE APLE
2. Behavioural sciences
3. Biological sciences
4. Biomechanics and ergonomics
5. Health policy and practice issues
6. Legal and professional
7. Change management
8. Health promotion and education
9. Research and evaluation
10.Risk management
11.Practical manual handling
Loughborough Design School

17. The Association of Safe Patient Handling
Professionals, Inc.
Loughborough Design School

18. Resources & Standards
• Non-Profit Organization
• Learning Center
• Offers Certification in SPH
• Networking Opportunities
• Membership Driven
• Totally Volunteer Organization
• American Association of Safe
Patient Handling
Loughborough Design School

19. ASPHP Certification
The Association’s two-tiered program provides certification opportunity
for a wide range of persons who practice in the safe patient handling
field:
Certified Safe Patient Handling Professional (CSPHP)
Certified Safe Patient Handling Associate (CSPHA)
Standards are based on education, experience, references, contact
hours and evidence of competency.
Loughborough Design School

20. Certified Associate Certified Professional
(CSPHA) (CSPHP)
Anticipated Successfully use and instruct others in the Establish and manage all aspects of a SPH
Capabilities correct use of SPH protocols and equipment program
Education and 1)RN plus 5 years experience
Professional or
2)Bachelor’s Degree (in related field) plus 4 years
Experience A combination of post- secondary education
experience
and experience in related field, totaling 3
or
years.
3) Graduate Degree (in related field) plus 3 years
experience
SPH Specific Work Equivalent of 2 years dedicated full time to SPH,
1 year of experience in an organization with a i.e. 4 years w/ 50% of time dedicated to SPH = 2
Experience SPH program where your duties included full time years
responsibilities associated with that program.
Contact Hours 36 contact hours over the last 3 years relating to
your responsibilities in SPH. Examples of related
10 contact hours over the last two years topics include achieving culture change,
relating to your responsibilities in SPH. This ergonomic risk evaluation and control and safety
may include training in the use of equipment, management. For other topics, include a brief
on skills for training others, or other topics that explanation of how this content enhanced your
would improve your skills in promoting SPH. ability to manage a SPH program.
Loughborough Design School

21. Letters of 1 from a Certified SPHP 3 letters required. Must include 1 letter from current
supervisor or client that describes your work; 2 from
Recommendation or
persons familiar with your work and who are involved
2 letters from colleagues or supervisors with SPH
familiar with your work and are involved
with SPH
Evidence 2 submissions of work that is unique to you that
provides formal evidence of competence in the area
of SPH. May include reports, assessments,
N/A publications, policies & procedures, written
evaluations or materials from training that you have
developed.
Exam N/A Waived until further notice.
Certification Submission of evidence of completion of 36 contact
Submission of evidence of completion of hours
Renewal (every 3 15 contact hours
years)
Loughborough Design School

22. Core Competencies
Required Skills
Financial Acumen-Demonstrated through budgeting, cost justification and/or vendor negotiation
Team Leadership-Demonstrated through assembling and leading a cross functional team
Policy and Procedure Deployment-Demonstrated through the development, modification and
implementation of SPH P&P
Training Deployment-Demonstrated by development and delivery of training
Clinical Knowledge & Experience-Demonstrated through clinical job duties
Risk Analysis & Control-Demonstrated through formal analyses and linking control measures to risk
results
Program Promotion-Demonstrated by promoting the benefits and/or results of the SPH program internally
and externally
Program Audit-Demonstrated by a formal review and reporting of program performance
Unit Specific Customization-Demonstrated by adapting procedures to unit specific and patient specific
needs.
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23. A Question of Education?
How might formal education processes
improve the function of the PHP?
Loughborough Design School 23

24. History of UK programmes
 Northumbria University
 Undergraduate modules
 Nursing programme
 Neuro-muscular approach
 Southampton University
 Undergraduate modules
 Level 1
 Level 2
Loughborough Design School

25. History of UK programmes
 Loughborough University
 Back Care Management Programme
 Certificate programme - Competency - 1996
 Role of Backcare Advisor
 Applied Ergonomics
 Safe Patient Handling
 Project
 Diploma Programme - 1999
 Advanced Ergonomics
 Change Management
 Project
 MSc Research Project - 2004
 Specialised Modules
 Bariatrics, Paediatrics, Transport, Theatres
 Healthcare Manual Handling Management Programme 2009.
Loughborough Design School

26. Results of the programme?
An opportunity to review?
Loughborough Design School

27. Skills to assist the PHP
(Bryant 2011, Unpublished MSc)
 Questionnaire Survey
 250 invited, n=78,
 PG / Not PG
 PG used more skills, more often
 Had more powerful results with proven evidence collection
 Risk assessment
 Ergonomics methods
 Evaluation of equipment
 Evaluation of transfer methods
Loughborough Design School

28. Skills used by PG vs Non PG
 Postural tools
 Biomechanical evaluations
 Complex risk assessment processes
 Workplace and work-station assessments
 Involvement with new build or refurbishment
 All had higher % for PG
Loughborough Design School

29. Post- Non Post-
graduate graduate
Equipment investment 28 15
Improved policies /
procedures
13 4
Changing practice 11 4
Improves training
provision
7 15
Reduction in M&H
Incidents
0 15
Loughborough Design School

30. Postgraduate course has positive effect on performance
25
20
15 Post grad
Non Post
Grad
10
5
0
Strongly Agree Agree Neither Disagree Strongly Disagree
Agree/Disagree
Loughborough Design School

31. Effectiveness of changes implemented
18
Post grad
16
Non Post
Grad
14
12
10
8
6
4
2
0
Very effective Effective Not very effective Difficult to assess Not been measured
Loughborough Design School

32. The world we live in
 Financial pressures
 Loss of PHP in UK
 Worldwide changes in higher education
 Small niche programmes
Loughborough Design School

33. Future for PHP?
 First generation PHP
 Learning
 Developing
 Need to protect knowledge
 Formal methods for ‘best knowledge’ Qualifications
 Career progression
 Strong professional identity
 Links with research centres
 Evidence
 Improvements
Loughborough Design School

34. MSc Ergonomics (Health and Community Care)
 Registered Member for NBE
 Graduate Member IEHF (Institute of Ergonomics and
Human Factors)
 Introduction to Ergonomics (15 credits)
 Human Function (15 credits)
 Data Collection and Analysis Methods (15 credits)
 Patient Handling (15 credits)
 Disability, Ageing and Inclusive Design (15 credits)
 Physical Health at Work (15 credits)
 Organisational Systems (15 credits)
 Healthcare Ergonomics and Patient Safety (15 credits)
 Project
 Project proposal (15 credits)
 Masters Project (45 credits)
Loughborough Design School

35. Interesting Questions
Qualification based process for PHP
Ergonomics skills/competencies vs Healthcare
management
Career or add-on skills
Long term future for all MHP/PHP/BCA
PHP links to ergonomics organisations
ISO Technical Report 12296
ISO/ IEA
Loughborough Design School

36. Is it time for a coordinated world wide
qualification process?
Loughborough Design School

37. Thanks for your time
Any questions?
M.J.Fray@lboro.ac.uk
Loughborough Design School