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Multilayer Inelastic Bandage Training in Physiotherapy Students

11 maja 2026 zaktualizowane przez: Elif Duygu-Yildiz, Abant Izzet Baysal University

Evaluation of Skills, Interface Pressure Consistency and Confidence in Multilayer Compression Bandage Training for Physiotherapy Students: Quasi-experimental Study

The goal of this quasiexperimental study is to evaluate the effects of structured training on inelastic compression bandaging proficiency in fourth-year physiotherapy students. The main questions it aims to answer are:

Can supervised training significantly improve primary outcomes such as technical bandaging skills (measured by a standardized rubric)? Does structured education enhance secondary outcomes, including interface pressure accuracy, application time, and student self-confidence? Researchers will compare a Supervised Education Group receiving real-time biofeedback to a Control Group receiving an instructional brochure to see if expert-led training is more effective than passive learning in bridging the gap between perceived and actual clinical competence.

Participants will:

Perform a baseline bandaging application (T0) assessed via a two-station Objective Structured Practical Examination (OSPE).

Be assigned to either the supervised training session (with Kikuhime pressure sensors for feedback) or the brochure-based self-study group.

Complete a post-intervention assessment (T1) to measure improvements in technical skill, pressure precision, and self-confidence levels.

Przegląd badań

Status

Zakończony

Warunki

Interwencja / Leczenie

Szczegółowy opis

Objective: This study aimed to evaluate the effects of structured training on inelastic compression bandaging skills, interface pressure accuracy, and self-confidence among physiotherapy students.

Methods: This study was conducted with 41 physiotherapy students (Education Group: n=21; Control Group: n=20). The Education Group received supervised training with objective pressure feedback while the Control Group received an instructional brochure. Clinical bandaging skills were evaluated using a two-station Objective Structured Practical Examination (OSPE), consisting of standardized rubric and time, and interface pressure monitoring. Students were assessed at baseline (T0) and post-intervention (T1) for bandaging skills (via rubric), interface pressure (Kikuhime), application time (seconds), and self-confidence (VAS).

Results: At baseline, only 9.5% of the Education Group and 0% of the Control Group achieved the target pressure. Post-intervention, these rates increased to 33.3% and 35.0%, respectively. The Education Group demonstrated a significantly greater improvement in Rubric scores (p=0.030, rrb =0.390) and self-confidence levels (p=0.005, rrb =0.512) compared to the Control Group. Intra-group analysis revealed that application times increased significantly in both the Education (p<0.001, rrb =0.983) and Control groups (p<0.001, rrb =1.000). While absolute real pressure error improved significantly within the Education Group (p=0.024, rrb=0.581), no significant inter-group difference was found for pressure-related variables (p>0.05). Notably, in the Education Group, self-confidence showed a strong positive correlation with Rubric scores (rho= 0.619, p=0.003) and a significant negative moderate correlation with absolute real pressure error (rho: -0.408, p=0.037). In contrast, no significant correlation was found between confidence and technical performance in the Control Group, suggesting a tendency toward overconfidence.

Conclusion: Supervised training with objective feedback is superior to passive learning for mastering the complex psychomotor skill of multilayer inelastic bandaging. While theoretical instruction may artificially inflate self-confidence, it fails to bridge the experience paradox which perceived competence masks technical insufficiency. Integrating real-time biofeedback into physiotherapy curricula is essential to ensure sensory calibration, technical proficiency, and patient safety, transitioning students from conceptual understanding to objective clinical mastery.

Typ studiów

Interwencyjne

Zapisy (Rzeczywisty)

41

Faza

  • Nie dotyczy

Kontakty i lokalizacje

Ta sekcja zawiera dane kontaktowe osób prowadzących badanie oraz informacje o tym, gdzie badanie jest przeprowadzane.

Lokalizacje studiów

  • Turcja (Türkiye)
    • Central
      • Bolu, Central, Turcja (Türkiye), 14030
        • Bolu abant Izzet Baysal University

Kryteria uczestnictwa

Badacze szukają osób, które pasują do określonego opisu, zwanego kryteriami kwalifikacyjnymi. Niektóre przykłady tych kryteriów to ogólny stan zdrowia danej osoby lub wcześniejsze leczenie.

Kryteria kwalifikacji

Wiek uprawniający do nauki

  • Dziecko
  • Dorosły
  • Starszy dorosły

Akceptuje zdrowych ochotników

Tak

Opis

Inclusion Criteria:

  • Volunteering to participate
  • Being a student in the department of physiotherapy and rehabilitation
  • Being in the fourth year of study
  • Having completed the Prosthetics and Rehabilitation course to ensure proficiency in the figure-of-eight bandaging technique.

Exclusion Criteria:

  • Having any orthopedic or neurological disease that hinders upper extremity function, particularly hand use
  • Presence of acute trauma to the upper extremity or hand
  • Having a known allergy to compression materials, as students performed bandaging practices on one another.
  • Students who had received any training or courses on compression bandaging prior to or outside of the 'Prosthetics and Rehabilitation' course

Plan studiów

Ta sekcja zawiera szczegółowe informacje na temat planu badania, w tym sposób zaprojektowania badania i jego pomiary.

Jak projektuje się badanie?

Szczegóły projektu

  • Główny cel: Inny
  • Przydział: Nielosowe
  • Model interwencyjny: Przydział równoległy
  • Maskowanie: Brak (otwarta etykieta)

Broń i interwencje

Grupa uczestników / Arm
Interwencja / Leczenie
Eksperymentalny: Supervised Education Group

The supervised intervention consisted of a 3-hour session led by a lymphedema therapist with 14 years of experience. Training was conducted in groups of 5-9 students using peer-to-peer practice. The program included:

Theory: Instruction on inelastic bandage properties, Laplace's Law, and pressure distribution principles.

Demonstration: A step-by-step showcase of multi-layer below-knee bandaging, including stirrup and figure-of-eight techniques.

Practice: Students practiced on peers in a supine position. Biofeedback: To master therapeutic pressure, students utilized the Kikuhime device for real-time monitoring. The instructor provided individual corrections for each application.

This structured approach aimed to calibrate students' tactile perception and ensure technical mastery through expert supervision and objective feedback.
Inny: Supervised Education Group

The supervised intervention consisted of a 3-hour session led by a lymphedema therapist with 14 years of experience. Training was conducted in groups of 5-9 students using peer-to-peer practice. The program included:

Theory: Instruction on inelastic bandage properties, Laplace's Law, and pressure distribution principles.

Demonstration: A step-by-step showcase of multi-layer below-knee bandaging, including stirrup and figure-of-eight techniques.

Practice: Students practiced on peers in a supine position. Biofeedback: To master therapeutic pressure, students utilized the Kikuhime device for real-time monitoring. The instructor provided individual corrections for each application.

This structured approach aimed to calibrate students' tactile perception and ensure technical mastery through expert supervision and objective feedback.
Aktywny komparator: Control group
The control group was provided with a brochure detailing how to perform the bandaging. All technical details provided in the supervised training were included in this brochure. Visuals were used to demonstrate the final appearance of the stirrup technique, starting and ending positions, and the positioning of both the patient and the ankle. Great care was taken to ensure that the visuals and descriptions were simple, clear, and explanatory. After the brochure was distributed, any points of confusion were clarified for the students
Inny: Brochure
The control group was provided with a brochure detailing how to perform the bandaging. All technical details provided in the supervised training were included in this brochure. Visuals were used to demonstrate the final appearance of the stirrup technique, starting and ending positions, and the positioning of both the patient and the ankle. Great care was taken to ensure that the visuals and descriptions were simple, clear, and explanatory. After the brochure was distributed, any points of confusion were clarified for the students

Co mierzy badanie?

Podstawowe miary wyniku

Miara wyniku
Opis środka
Ramy czasowe
Bandaging Skills
Ramy czasowe: Baseline, and immediately after the intervention
A Bandaging Skills Rubric was developed to objectively evaluate bandaging proficiency. To prevent bias, the rubric assessments were performed by a researcher who did not provide the training and who was specifically trained on each rubric criterion. The rubric consisted of 5 criteria, each rated on a 3-point scale: Inadequate (1 point), Satisfactory (2 points), and Proficient (3 points). The minimum and maximum possible scores for the rubric are 5 and 15, respectively. Higher rubric scores indicate superior bandaging technique and quality.
Baseline, and immediately after the intervention

Miary wyników drugorzędnych

Miara wyniku
Opis środka
Ramy czasowe
Bandage Interface Pressure
Ramy czasowe: Baseline, and immediately after the intervention
The students were instructed to apply the bandages within a pressure range of 35-45 mmHg. Following the completion of the bandaging procedure, the interface pressure values at rest were recorded from B1 point (transition point of gastrocnemius tendon to muscle, from medial aspect of leg) in mmHg.
Baseline, and immediately after the intervention
Absolute real pressure error
Ramy czasowe: Baseline, and immediately after the intervention

To determine how much the participants deviated from the desired pressure-that is, to find the actual error-calculations were performed before and after the application according to the following formula:

Absolute error = |Pre-training interface pressure/Post-training interface pressure - Desired mean bandage pressure (40 mmHg)| These values were recorded as mmHg.
Baseline, and immediately after the intervention
Perceived Interface Pressure
Ramy czasowe: Baseline, and immediately after the intervention
Physiotherapy students were asked to estimate the pressure they applied before and after the training, and their estimations were recorded in mmHg.
Baseline, and immediately after the intervention
Perceived pressure error
Ramy czasowe: Baseline, and immediately after the intervention

the perceived error was calculated for both pre- and post-training applications. The perceived error was calculated with the formula.

Perceived error = |Pre-training perceived mean interface pressure/ Post-training perceived mean interface pressure - Pre-training interface pressure/ Post-training interface|. The perceived error was recorded as mmHg.
Baseline, and immediately after the intervention
Confidence in Bandage Application
Ramy czasowe: Baseline, and immediately after the intervention
The students' confidence in bandage application was evaluated using a Visual Analog Scale (VAS). The students were asked how confident they felt in achieving the desired compression bandage pressure, and they were requested to mark their level of confidence on the VAS . A score of '0' represented 'not confident at all,' while '10' represented 'highly confident.' The marked point was measured with a ruler and recorded in centimeters
Baseline, and immediately after the intervention
Bandage application time
Ramy czasowe: Baseline, and immediately after the intervention
The bandage application time was recorded in seconds before and after the training.
Baseline, and immediately after the intervention

Współpracownicy i badacze

Tutaj znajdziesz osoby i organizacje zaangażowane w to badanie.

Sponsor

Abant Izzet Baysal University

Współpracownicy

The Scientific and Technological Research Council of Turkey

Śledczy

  • Główny śledczy: Elif DUYGU-YILDIZ, Abant Izzet Baysal University

Publikacje i pomocne linki

Osoba odpowiedzialna za wprowadzenie informacji o badaniu dobrowolnie udostępnia te publikacje. Mogą one dotyczyć wszystkiego, co jest związane z badaniem.

Publikacje ogólne

  • 1. Trayes KP, Studdiford JS, Pickle S, Tully AS. Edema: diagnosis and management. American family physician. 2013;88:102-10. 2. Gasparis AP, Kim PS, Dean SM, Khilnani NM, Labropoulos N. Diagnostic approach to lower limb edema. Phlebology. 2020;35:650-5. 3. Michelini S, Failla A, Moneta G, Fiorentino A, Marco C. Peripheral Edema: differential diagnosis. In: Inflammation in the 21st Century. IntechOpen; 2020. 4. Miller CL, Colwell AS, Horick N, Skolny MN, Jammallo LS, O'Toole JA, et al. Immediate implant reconstruction is associated with a reduced risk of lymphedema compared to mastectomy alone: A prospective cohort study. Annals of surgery. 2016;263:399. 5. Klein I, Tidhar D, Kalichman L. Lymphatic treatments after orthopedic surgery or injury: a systematic review. Journal of bodywork and movement therapies. 2020;24:109-17. 6. de Almeida Alcantara DA, Dos Santos FNA, de Almeida Ferreira JJ, de Noronha M, de Andrade PR. The effect of kinesiotaping on edema: A systematic review and meta-analysis. Musculoskeletal Science and Practice. 2024;:103168. 7. Feger MA, Goetschius J, Love H, Saliba SA, Hertel J. Electrical stimulation as a treatment intervention to improve function, edema or pain following acute lateral ankle sprains: A systematic review. Physical Therapy in Sport. 2015;16:361-9. 8. Wang Z-R, Ni G-X. Is it time to put traditional cold therapy in rehabilitation of soft-tissue injuries out to pasture? World journal of clinical cases. 2021;9:4116. 9. Patel H, Skok CC, DeMarco A. Peripheral edema: evaluation and management in primary care. American Family Physician. 2022;106:557-64. 10. Sun C-R, Liu M-Y, Ni Q-H, Cai F, Tang F, Yu Z-Y, et al. Clinical Guidelines on Compression Therapy in Venous Diseases. Annals of Vascular Surgery. 2024. 11. Partsch H, Rockson SG. Compression therapy. Lymphedema: A Concise Compendium of Theory and Practice. 2018;:431-41. 12. Partsch H. Compression therapy: clinical and experimental evidence. Annals of vascular diseases. 2012;:ra-12.

Daty zapisu na studia

Daty te śledzą postęp w przesyłaniu rekordów badań i podsumowań wyników do ClinicalTrials.gov. Zapisy badań i zgłoszone wyniki są przeglądane przez National Library of Medicine (NLM), aby upewnić się, że spełniają określone standardy kontroli jakości, zanim zostaną opublikowane na publicznej stronie internetowej.

Główne daty studiów

Rozpoczęcie studiów (Rzeczywisty)

1 września 2025

Zakończenie podstawowe (Rzeczywisty)

30 kwietnia 2026

Ukończenie studiów (Rzeczywisty)

30 kwietnia 2026

Daty rejestracji na studia

Pierwszy przesłany

6 maja 2026

Pierwszy przesłany, który spełnia kryteria kontroli jakości

11 maja 2026

Pierwszy wysłany (Rzeczywisty)

18 maja 2026

Aktualizacje rekordów badań

Ostatnia wysłana aktualizacja (Rzeczywisty)

18 maja 2026

Ostatnia przesłana aktualizacja, która spełniała kryteria kontroli jakości

11 maja 2026

Ostatnia weryfikacja

1 maja 2026

Więcej informacji

Terminy związane z tym badaniem

Słowa kluczowe

Inne numery identyfikacyjne badania

  • BAIBU-FTR-ED-005

Plan dla danych uczestnika indywidualnego (IPD)

Planujesz udostępniać dane poszczególnych uczestników (IPD)?

NIEZDECYDOWANY

Informacje o lekach i urządzeniach, dokumenty badawcze

Bada produkt leczniczy regulowany przez amerykańską FDA

Nie

Bada produkt urządzenia regulowany przez amerykańską FDA

Nie

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