Positioning of stroke patients : Evaluation of a teaching intervention with nurses

• Published in: Stroke (1970) Vol. 29; no. 8; pp. 1612 - 1617
• Main Authors: JONES, A, CARR, E. K, NEWHAM, D. J, WILSON-BARNETT, J
• Format: Journal Article
• Language: English
• Published: Hagerstown, MD Lippincott Williams & Wilkins 01.08.1998; American Heart Association, Inc
• Subjects: Aged; Aged, 80 and over; Biological and medical sciences; Cerebrovascular Disorders - nursing; Cerebrovascular Disorders - rehabilitation; Education, Nursing, Continuing; Female; Health Knowledge, Attitudes, Practice; Humans; Male; Medical sciences; Middle Aged; Neurology; Posture; Program Evaluation; Reflex; Rehabilitation Nursing - education; Rehabilitation Nursing - methods; Vascular diseases and vascular malformations of the nervous system; United Kingdom > UK; England; Performance evaluation; Human; Positioning; Nervous system diseases; Stroke; Cardiovascular disease; Patient; Cerebral disorder; Vascular disease; Educational program; Treatment; Central nervous system disease; Rehabilitation; Cerebrovascular disease; Nurse
• ISSN: 0039-2499; 1524-4628
• DOI: 10.1161/01.STR.29.8.1612

There is agreement, although little evidence, that consistently positioning stroke patients in allegedly reflex-inhibiting positions is therapeutic and will enhance functional recovery. The nursing staff, therefore, needs to know and implement these postures and understand their potential underlying value. We examined nurses' knowledge of and practice in positioning stroke patients before and after a formal teaching intervention. In a quasi-experimental study, 38 stroke patients and 59 nursing staff members (44 trained nurses and 15 healthcare assistants) from 6 wards were studied. The wards were randomly allocated to experimental or control status. Patients were assessed on entry into the study by use of a range of measures to establish group equivalence. Nineteen aspects of their position were documented at intervals throughout their stay with a previously developed observational tool. One thousand sets of observations of patient position were made. Using 2 questionnaires, the nurses' knowledge of the terminology used to denote posture and of issues relating to the moving and positioning of stroke patients was assessed before, immediately after, and 3 months after a package of formal teaching was implemented on the experimental wards. Nurse knowledge and patient position were used as the main outcome measures. Immediately after teaching, nurses in the experimental group scored significantly higher than those in the control group on the terminology questionnaire (P < 0.05) and the moving and positioning questionnaire (P < 0.001). Three months later, the experimental group scored higher on the latter questionnaire only (P < 0.005). The positioning of patients in the experimental group was improved overall after the teaching (P < 0.0005), and improvements to specific parts of the body were noted. It was possible to effect a degree of change in the nurses' knowledge of and practice in the positioning of stroke patients. However, the quality of patient positioning remained variable. More effective ways of improving positioning need to be developed. Only then can the effects of recommended positioning be evaluated.