Do supports and barriers to routine clinical assessment for children with cerebral palsy change over time? A mixed methods study

Claire Kerr, Iona Novak, Nora Shields, Alice Ames, Christine Imms*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)
88 Downloads (Pure)

Abstract

Purpose: To understand healthcare professionals’ perceptions of supports and barriers to routine clinical assessment, for children aged 3-18 years with cerebral palsy, evolved in the presence of a knowledge translation intervention.  

Methods: A prospective longitudinal mixed methods study was completed. The intervention comprised knowledge brokers, an e-evidence library, locally provided education and embedding routine clinical assessment in practice. Healthcare professionals from five disability services completed the Supports and Barriers Questionnaire and focus groups at baseline, 6, 12 and 24 months. Quantitative data were analysed descriptively and qualitative data using longitudinal framework analysis.

Results: Questionnaire ratings indicated participants felt supported in implementing routine assessment over time. Subtle differences emerged from the longitudinal framework analysis. Participants shifted from ‘adopting’ to ‘embedding’ and ‘maintaining’ routine assessment. Integration of assessment was impacted by a new national disability funding model. Participants highlighted the need to maintain skills and for unambiguous, sustained communication between the organisation, clients, and stakeholders. If, how and why families engaged with routine assessment developed over time.

Conclusions: After an initial focus on pragmatic implementation issues, over time healthcare professionals began to reflect more on the complexities of children and families’ engagement with assessment and the impact on the therapist-child-family relationship. 

Original languageEnglish
JournalDisability and Rehabilitation
Early online date26 Mar 2022
DOIs
Publication statusEarly online date - 26 Mar 2022

Keywords

  • Cerebral palsy
  • knowledge translation
  • evidence-based practice
  • surveillance
  • child
  • assessment
  • qualitative

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