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Impact of musculoskeletal symptoms on general physical activity during nursing education.
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.ORCID iD: 0000-0001-9687-7242
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.ORCID iD: 0000-0002-5719-7102
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.ORCID iD: 0000-0002-3164-8681
Lund University.
2014 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 4, 385-390 p.Article in journal (Refereed) Published
Abstract [en]

Nursing education should prepare students for a lifelong professional career including managing clinical physical demands. Musculoskeletal symptoms, such as bodily pain, have been reported among nurses and nursing students but less is known about the impact of symptoms in daily activities. The aim was to explore the prevalence of self-reported musculoskeletal symptoms and their impact on general physical activity among nursing students. This cross-sectional study was based on a questionnaire to all undergraduate nursing students at one university. The prevalence of symptoms and physical impact during past 3 and 12 months was calculated for each study year. Odds ratio was analysed with logistic regression. Of 348 students 224 responded, 84% women, mean age 24.6 years (range 20-46). Of those 143 (64%) reporting symptoms during the past 12 months, 91 (64%) reported impact on physical activities. Most commonly reported were everyday activities such as transportations and prolonged sitting. The odds ratio for reporting symptoms was 1.8 for year 2 (95% CI: 0.9-3.5), and 4.7 for year 3 (95% CI: 2.1-10.7). The prevalence of musculoskeletal symptoms was high among nursing students and higher the final study year and not only resulted in discomfort but had an impact on the students' general physical activities.

Place, publisher, year, edition, pages
2014. Vol. 14, no 4, 385-390 p.
National Category
Physiotherapy
Research subject
Health and Caring Sciences, Caring Science
Identifiers
URN: urn:nbn:se:lnu:diva-32759DOI: 10.1016/j.nepr.2014.02.003ISI: 000349568200012PubMedID: 24594281Scopus ID: 2-s2.0-85027949110OAI: oai:DiVA.org:lnu-32759DiVA: diva2:704906
Available from: 2014-03-13 Created: 2014-03-13 Last updated: 2017-12-05Bibliographically approved
In thesis
1. Video-supported Interactive Learning for Movement Awareness: a learning model for the individual development of movement performance among nursing students
Open this publication in new window or tab >>Video-supported Interactive Learning for Movement Awareness: a learning model for the individual development of movement performance among nursing students
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Aim:  The overall aim of this thesis was to explore the development of a video-supported interactive learning model for movement awareness among nursing students.

Methods:  Study I was a cross-sectional survey regarding prevalence and impact of musculoskeletal symptoms (MSS) among nursing students. In the remaining three studies a learning model was developed and explored; II - the inter-personal interaction (qualitative content analysis), III - the students’ experiences of using the learning model (phenomenological hermeneutics), IV - the students’ learning processes (hermeneutic approach).

Results: 143 of the 224 respondents in study I reported MSS during the previous 12 months and of those 91 reported impact on physical daily life activities. The odds ratio for reporting MSS study year 3 was 4.7 (95% CI: 2.1 – 10.7). Study II shows that the students’ movement awareness and self-analysis developed when encountering their own movement through video feedback. Studies III and IV show that the facilitator’s reflective and responsive approach appears to be essential in creating interaction and a permitting learning atmosphere. The students became emotionally and cognitively challenged and personally engaged, were motivated to change by discovering details in their movements and gained a greater understanding of the relationship between their own movements and current or risk for future MSS. They also experienced emotional, cognitive and bodily confusion, which was interpreted as a necessary step in the changing process.

Conclusion: MSS among nursing students appears to be a problem and education regarding ergonomic movements and principles is suggested to be emphasized in the nursing curriculum. The video-supported learning model enabled encountering and discovering one’s own body and movement in different ways, which facilitated reflection and motivation for change, which was supported by the facilitator’s reflective approach. The learning model, which could contribute to multifactorial ergonomic interventions, could also support movement awareness and learning in practical learning situations within education and rehabilitation. Further research needs to study the model in different contexts and in relation to MSS prevention.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2016. 59 p.
Series
Linnaeus University Dissertations, 249/2016
Keyword
Activity limitation, ergonomics, hermeneutics, interactive learning, musculoskeletal system, observational movement analysis, phenomenological hermeneutics, qualitative content analysis, reflection, video feedback
National Category
Nursing Physiotherapy
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-52413 (URN)978-91-88357-15-1 (ISBN)
Public defence
2016-05-27, Sal Wicksell, Växjö, 10:30 (Swedish)
Opponent
Supervisors
Available from: 2016-05-13 Created: 2016-05-10 Last updated: 2017-03-14Bibliographically approved

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