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Assessment of learning powered mobility use-Applying grounded theory to occupational performance.

Nilsson, Lisbeth LU and Durkin, Josephine (2014) In Journal of Rehabilitation Research and Development 51(6). p.963-974
Abstract
Collaboration by two grounded theory researchers, who each had developed a learning continuum instrument, led to the emergence of a new tool for assessment of learning powered mobility use. We undertook a rigorous process of comparative reanalysis that included merging, modifying, and expanding our previous research findings. A new instrument together with its facilitating strategies emerged in the course of revisits to our existing rich account of data taken from real environment powered mobility practice over an extensive time period. Instrument descriptors, categories, phases, and stages allow a facilitator to assess actual phase and plot actual occupational performance and provide a learner with the just right challenge through the... (More)
Collaboration by two grounded theory researchers, who each had developed a learning continuum instrument, led to the emergence of a new tool for assessment of learning powered mobility use. We undertook a rigorous process of comparative reanalysis that included merging, modifying, and expanding our previous research findings. A new instrument together with its facilitating strategies emerged in the course of revisits to our existing rich account of data taken from real environment powered mobility practice over an extensive time period. Instrument descriptors, categories, phases, and stages allow a facilitator to assess actual phase and plot actual occupational performance and provide a learner with the just right challenge through the learning process. Facilitating strategies are described for each of the phases and provide directions for involvement during learner performance. The learning approach is led by a belief system that the intervention is user-led, working in partnership and empowering the learner. The new assessment tool is inclusive of every potential powered mobility user because it focuses on the whole continuum of the learning process of powered mobility use from novice to expert. The new tool was appraised by clinicians and has been used successfully in clinical practice in the United Kingdom and Sweden. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Clinical assessment tool, coconstruction, cognitive disabilities, dialog, facilitation, instrument development, learning strategies, modification of theory, neurological rehabilitation, occupational performance, occupational therapy, partnership, powered wheelchair, tool use learning, user-led intervention.
in
Journal of Rehabilitation Research and Development
volume
51
issue
6
pages
963 - 974
publisher
JRRD
external identifiers
  • pmid:25357100
  • wos:000344635900013
  • scopus:84928634710
ISSN
1938-1352
DOI
10.1682/JRRD.2013.11.0237
language
English
LU publication?
yes
id
1d62b733-a9b9-4d1c-a615-4329320b4d6f (old id 4732932)
alternative location
http://www.rehab.research.va.gov/jour/2014/516/jrrd-2013-11-0237.html
date added to LUP
2015-06-25 15:06:39
date last changed
2017-08-13 03:09:55
@article{1d62b733-a9b9-4d1c-a615-4329320b4d6f,
  abstract     = {Collaboration by two grounded theory researchers, who each had developed a learning continuum instrument, led to the emergence of a new tool for assessment of learning powered mobility use. We undertook a rigorous process of comparative reanalysis that included merging, modifying, and expanding our previous research findings. A new instrument together with its facilitating strategies emerged in the course of revisits to our existing rich account of data taken from real environment powered mobility practice over an extensive time period. Instrument descriptors, categories, phases, and stages allow a facilitator to assess actual phase and plot actual occupational performance and provide a learner with the just right challenge through the learning process. Facilitating strategies are described for each of the phases and provide directions for involvement during learner performance. The learning approach is led by a belief system that the intervention is user-led, working in partnership and empowering the learner. The new assessment tool is inclusive of every potential powered mobility user because it focuses on the whole continuum of the learning process of powered mobility use from novice to expert. The new tool was appraised by clinicians and has been used successfully in clinical practice in the United Kingdom and Sweden.},
  author       = {Nilsson, Lisbeth and Durkin, Josephine},
  issn         = {1938-1352},
  keyword      = {Clinical assessment tool,coconstruction,cognitive disabilities,dialog,facilitation,instrument development,learning strategies,modification of theory,neurological rehabilitation,occupational performance,occupational therapy,partnership,powered wheelchair,tool use learning,user-led intervention.},
  language     = {eng},
  number       = {6},
  pages        = {963--974},
  publisher    = {JRRD},
  series       = {Journal of Rehabilitation Research and Development},
  title        = {Assessment of learning powered mobility use-Applying grounded theory to occupational performance.},
  url          = {http://dx.doi.org/10.1682/JRRD.2013.11.0237},
  volume       = {51},
  year         = {2014},
}