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Purpose: To determine the safety and feasibility of early physical therapy in the intensive care unit in a patient with biventricular assist device. Methods: Physical therapy started on the first postoperative day and continued till discharge including airway clearance, lower/upper extremity exercises, and mobilization. Heart rate (HR), respiratory rate (RR), systolic/diastolic/mean arterial pressures, peripheral oxygen saturation, and double product were recorded before treatment, after treatment, and 5 minutes after treatment. Results: In total, 15 sessions of physical therapy were implemented for a 41-year-old male patient during 21 days following implantation of a biventricular assist device. Normal physiological responses were seen in response to treatment. Heart rate increased significantly after treatment in comparison to pretreatment values (p = 0.02) and decreased significantly after 5 minutes (p = 0.03) and approached pretreatment values. Respiratory rate increased nonsignificantly after treatment and decreased significantly after 5 minutes (p = 0.001) and approached pretreatment values. Conclusion: Physical therapy in the intensive care unit in a patient with biventricular assist device resulted in significant increases within HR and RR in physiological limits. Ongoing monitoring of vital signs is recommended in order to observe physiological responses to early physical therapeutic interventions in the intensive care unit.Key Words: biventricular assist device, physical therapy, intensive care unit 相似文献
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The purpose of this study is to examine how a learner self-regulates learning while reading an academic text. In particular, the aim is not to generalize self-regulatory processes for any learning task, but to have an overall idea about how a learner self-regulates. In particular, Pintrich＇s SRL （self-regulated learning） model is used to find out whether the model was apparent in the learner＇s reading comprehension process. In this model, self-regulatory processes are categorized into 4 phases （forethought, monitoring, control and reflection）, and each phase is divided into 4 areas of self-regulation （cognitive, motivational, behavioral and contextual）. The data were collected through observation, videotaping and semi-structured interview. Purposeful sampling was used to obtain an in-depth understanding about how an experienced learner self-regulates and uses different kinds of strategies while reading an academic text. The result of the study revealed that all the phases in the model were apparent in the participant＇s reading comprehension task. However, it was difficult to decide on which strategies were belonging to monitoring or control phases. Actually, much of the empirical work also does not find much separation on these phases. This might be because these phases are reflecting the learner＇s thinking process. 相似文献
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