Discovering the optimum strategies for teaching the Neuromuscular approach to efficient handling and moving within the nursing profession

The objectives of this study were: (1) to identify the optimum teaching strategies required for teaching the practical components of the Neuromuscular Approach to Efficient Handling and Moving (NMA-to-EHM); and (2) to devise a model that would inform the development of future training courses in the Approach. The review of literature identifies the target group of respondents and the typical settings in which nurses work. It also examines the underpinning concepts and philosophy of the Neuromuscular Approach, its differences and similarities to traditional approaches to teaching handling and moving as well as a review of the current trends in handling and moving training. The review lead to the conclusion that there is no consensus as to what constitutes an appropriate model of training for the NMA-to-EHM. Since there is a paucity of literature available on the Approach, the methods chosen to elicit the data required to develop the model were fundamentally descriptive making use of checklists and surveys. The study was conducted in three phases with different volunteers recruited for each phase and an attempt was made in Phase3 to employ a quasi-experimental design. Phase 1, the pilot study, gathered information about the effectiveness of three different NMA-to-EHM training programmes to produce component performers of Patterning Conditioning. In Phase 2, a survey was conducted of 125 Manual Handling Coordinators which elicited information about the uptake of the Approach nationally. Phase3, the main study, was designed to test the effectiveness of a modular style of delivery of training. Thirty-three first year student nurses volunteered to take part in a controlled study over a period of 15 weeks, and a simulated ward exercise seven months later, by to test their skill retention. The variety of teaching methods used included: visual and kinaesthetic imagery; video feedback of subject performance; checklists; a model video recording; reflective diaries; modified lectures and practice of Specific and Patterning Conditioning. The results for each phase of the study are presented separately. The discussion focuses on the uptake of the Approach and the effectiveness of different training programmes in producing a competent and safe practitioner in relation to handling and moving skills. The usefulness of the various teaching strategies is highlighted. The importance of preparing students adequately to carry out handling and moving skills in the clinical areas is identified, highlighting the role of educational establishments in this matter. The final part of the discussionleadsto the developmentof a model for teaching the practical componentsof the NMA-to-EHM. Conclusions concerning the implementation of the model, improvements for clinical practice, and recommendationsfor education,practice and researchare proposed.