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Getting inTOUCH: outcomes of a knowledge translation intervention for tactile assessment knowledge, barriers, and practice in paediatric therapists working with children with cerebral palsy.
- Source :
- Disability & Rehabilitation; Sep2019, Vol. 41 Issue 19, p2350-2358, 9p, 1 Diagram, 5 Charts
- Publication Year :
- 2019
-
Abstract
- Background: Tactile impairments are common in children with cerebral palsy (CP), however assessment is not routinely carried out by therapists. We investigated a multi-faceted Knowledge Translation intervention to improve Knowledge, remove Barriers and enhance Practice of tactile assessments by paediatric therapists. Method: Twelve therapists from a state-wide service for children with CP (seven physiotherapists, five occupational therapists; 12 female) received: written information, demonstration videos, a face-to-face workshop, equipment provision, and on-call mentoring. Therapists completed pre–post-intervention questionnaires reporting their perceived tactile assessment Knowledge, current Practices and implementation Barriers. Results: Following intervention, therapists improved Knowledge of correct (1) tactile impairment prevalence in children with CP (pre 3/12; post 9/12), (2) tactile assessment items (e.g. Registration – pre 1/12; post 9/12; Localisation – pre 2/12; post 10/12), and (3) equipment choice (e.g. Monofilaments – pre 1/12; post 10/12). Tactile assessment Practice improved slightly. All major clinician-level implementation Barriers were resolved and less obvious organisational-level Barriers were identified for follow-up. Conclusion: A 12-month multi-faceted Knowledge Translation intervention can improve tactile assessment Knowledge, resolve major clinician-level implementation Barriers, and identify less obvious organisational-level Barriers to be addressed to achieve maximum Practice improvement. Ongoing multi-faceted knowledge translation processes are essential for high-performing organisations. A multi-faceted knowledge translation intervention significantly improved paediatric therapists' knowledge of the items and equipment necessary for tactile assessment. A 12-month intervention can address clinician-level barriers of knowledge, confidence, and access to equipment and assist in the identification of less obvious organisational-level barriers. Consideration of motivational readiness for change, intervention timelines, monitoring of emergent barriers, and fitting tactile assessment into a broader assessment framework are critical for improving uptake of tactile assessment in practice. [ABSTRACT FROM AUTHOR]
- Subjects :
- CEREBRAL palsy
RESEARCH methodology
EVALUATION of medical care
MEDICAL needs assessment
MEDICAL research
SCIENTIFIC observation
HEALTH outcome assessment
PROFESSIONS
QUESTIONNAIRES
RESEARCH funding
SPACE perception
TOUCH
DECISION making in clinical medicine
QUALITATIVE research
JOB performance
QUANTITATIVE research
HUMAN services programs
PRE-tests & post-tests
EVALUATION of human services programs
DESCRIPTIVE statistics
Subjects
Details
- Language :
- English
- ISSN :
- 09638288
- Volume :
- 41
- Issue :
- 19
- Database :
- Complementary Index
- Journal :
- Disability & Rehabilitation
- Publication Type :
- Academic Journal
- Accession number :
- 137129771
- Full Text :
- https://doi.org/10.1080/09638288.2018.1466202