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Collegiate course designed to examine the aging processes seen during both normal and diseased aging and the effects of physical activity on maintaining functional independence and a quality of life in older adults. This course is designed to examine the aging processes seen during both normal and diseased aging and the effects of physical activity on maintaining functional independence and a quality of life in older adults. Demonstrate an understanding of the physical, psychological, and ...
Evidence for massage is information on massage practice that researchers and therapists collect in a systematic manner (Sackett et al. The use of evidence to guide clinical decision making is evidence-based practice (EBP). Sackett and colleagues (2000), who developed the concept of evidence-based medicine, define the three components for EBP as best research evidence, clinical expertise, and client values.
While consumers identify MT as a favored treatment option (Barnes, Bloom, and Nahin 2008), there is no conclusive evidence supporting any specific MT techniques for the medical conditions common to older adults. Even healthy and active older adults can experience normal symptoms related to aging, including pain, reduced balance, decreased flexibility, and constipation. In other studies, mobility increased and pain decreased when MT was combined with water-based mobilization therapy (...
The most consistent and strongest effect of massage, aromatherapy massage, and foot reflexology in adults with cancer is reduced anxiety (table 17.1). In two other studies, patients used fewer analgesics after receiving massage (Post-White et al. In two studies on the effects of massage for parents of children with cancer, parents reported less anxiety (Post-White, Fitzgerald, Savik et al.
The skills needed for research literacy and EBP have been traditionally taught in medical education as stand-alone courses or workshops. In one of the first online research-literacy courses for massage therapists, learners showed significant gains in their knowledge of research-literacy skills and improved attitudes towards evidence-informed practice (Achilles and Dryden 2002). Clearly, it is important to integrate EBP teaching and research-literacy skills into clinical practice.
