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This article and any supplementary material should be cited as follows: Nilsson L, Durkin J. Assessment of learning powered mobility use— Applying grounded.

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Presentation on theme: "This article and any supplementary material should be cited as follows: Nilsson L, Durkin J. Assessment of learning powered mobility use— Applying grounded."— Presentation transcript:

1 This article and any supplementary material should be cited as follows: Nilsson L, Durkin J. Assessment of learning powered mobility use— Applying grounded theory to occupational performance. J Rehabil Res Dev. 2014;51(6):963–74. http://dx.doi.org/10.1682/JRRD.2013.11.0237 Slideshow Project DOI:10.1682/JRRD.2013.11.0237JSP Assessment of learning powered mobility use—Applying grounded theory to occupational performance Lisbeth Nilsson, PhD, OTR; Josephine Durkin, PhD, DipCOT

2 This article and any supplementary material should be cited as follows: Nilsson L, Durkin J. Assessment of learning powered mobility use— Applying grounded theory to occupational performance. J Rehabil Res Dev. 2014;51(6):963–74. http://dx.doi.org/10.1682/JRRD.2013.11.0237 Slideshow Project DOI:10.1682/JRRD.2013.11.0237JSP Aim – To merge and modify existing learning tools and further develop learning strategies for powered mobility. Relevance – Powered mobility use is an area of occupational performance that develops as a result of practice. – A learning continuum allows clinicians to assess where learner is in process.

3 This article and any supplementary material should be cited as follows: Nilsson L, Durkin J. Assessment of learning powered mobility use— Applying grounded theory to occupational performance. J Rehabil Res Dev. 2014;51(6):963–74. http://dx.doi.org/10.1682/JRRD.2013.11.0237 Slideshow Project DOI:10.1682/JRRD.2013.11.0237JSP Method We undertook rigorous process of comparative reanalysis that included merging, modifying, and expanding our previous research findings. A new instrument (plus its facilitating strategies) emerged from revisits to our existing rich account of data taken from real environment powered mobility practice over an extensive time period.

4 This article and any supplementary material should be cited as follows: Nilsson L, Durkin J. Assessment of learning powered mobility use— Applying grounded theory to occupational performance. J Rehabil Res Dev. 2014;51(6):963–74. http://dx.doi.org/10.1682/JRRD.2013.11.0237 Slideshow Project DOI:10.1682/JRRD.2013.11.0237JSP Results Instrument descriptors, categories, phases, and stages help facilitator assess phase and plot occupational performance, providing learner with just-right challenge through learning process. Facilitating strategies are described for each phase and provide directions for involvement during learner performance. Learning approach is based on belief system that intervention is user-led, working in partnership and empowering learning.

5 This article and any supplementary material should be cited as follows: Nilsson L, Durkin J. Assessment of learning powered mobility use— Applying grounded theory to occupational performance. J Rehabil Res Dev. 2014;51(6):963–74. http://dx.doi.org/10.1682/JRRD.2013.11.0237 Slideshow Project DOI:10.1682/JRRD.2013.11.0237JSP Conclusion The new assessment tool is inclusive of every potential powered mobility user because it focuses on whole continuum of learning process of powered mobility use, from novice to expert. The new tool was appraised by clinicians and used successfully in clinical practice in the United Kingdom and Sweden.

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