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Effectiveness of a postural care education programme

Effectiveness of a postural care education programme . Chief Investigator (EKHUFT & CCCU) Eve Hutton, eve.hutton@nhs.net Research Associate ( CHSS, UKC) Sarah Hotham Co-Investigator ( CHSS, UKC) Annette King Co- Investigator ( CHSS, UKC ) Kate Hamilton-West. Background.

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Effectiveness of a postural care education programme

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  1. Effectiveness of a postural care education programme Chief Investigator (EKHUFT & CCCU) Eve Hutton, eve.hutton@nhs.net Research Associate (CHSS, UKC) Sarah Hotham Co-Investigator (CHSS, UKC) Annette King Co- Investigator (CHSS, UKC ) Kate Hamilton-West

  2. Background • Occupational Therapists & Physiotherapists support children at school. • More children are educated in mainstream schools. • Parents & teachers lack knowledge & confidence. • This can affect a child’s function & well being (Hutton & Coxon 2011).

  3. The A-Z of postural care

  4. Aim • The aim of the study is to determine whether the intervention ( a postural care education programme) improves parents’ and teachers’ knowledge and confidence in providing postural care

  5. Methods • Intervention targeted at two groups: Inclusion criteria : care for a child who attends a mainstream primary school. • Parents • Teachers and Teaching Assistants • Sample size: minimum 66 (based on G*Power calculation). • Aimed to recruit 25-30 through each therapy team.

  6. Methods: Recruitment • 3 x Therapy Team • Therapists identify children • Therapists identify schools • Admin based in therapy team invites parents • Research team invites teaching staff

  7. Intervention • Two key aims: • To improve knowledge and understanding of postural care • To improve confidence in providing postural care • Facilitated by physiotherapists and occupational therapists in each locality. • Intervention take place over 6-weeks consists of 3 main parts: • Postural Care Training 2-hour workshop • One-to-one visit • Telephone support

  8. Evaluation of Intervention • Use validated outcome measure. • Baseline measurements. Prior to start of training workshop participants complete postural care questionnaire (Time 1). • End of 6-week intervention complete postural care questionnaire again (Time 2). • Changes in knowledge, understanding and confidence? • ANOVAs comparing Time 1 vs. Time 2. • Focus groups and child interviews to gather qualitative feedback.

  9. Outcome Measure • Majority of questions scored on a 4 point-Likert scale (1= Strongly disagree to 4 = Strongly agree). • Higher scores = more knowledge /understanding & confidence. • “ I understand how postural care may affects a child’s physical health” • “I feel confident about providing postural care” • Higher scores =more concerns. • “ I am concerned I might be doing more harm than good”

  10. Timeline: May – August 2013

  11. Results (Time 1): N = 71

  12. Results: Reliability • Cronbach’s Alpha : Above .70 indicates satisfactory reliability • Knowledge and Understanding (21 items) : α = .87 • Confidence (23 items) : α = .85 • Concerns (7 items) : α = .84

  13. Results: Correlations • Preliminary data from Time 1 outcome measure. • Years of experience related to higher levels of confidence, lower levels of concerns. • Positive correlation between levels of knowledge and confidence. • Higher levels of knowledge = higher levels of confidence. • Negative correlation between levels of concerns, knowledge and confidence. • Lower levels of concerns = higher levels of knowledge and confidence.

  14. Results: Area Breakdown

  15. Results: Parents vs. Teaching Staff *p<.05

  16. Cost analysis and qualitative study • NHS costs of the intervention • Via process logs of activities • Feedback from participants • Group discussion and interviews with workshop participants • Group discussion with therapist about their experience • Interviews with children who have experience of postural care • Using visual communication approach (talking mats)

  17. Final Thoughts Impact: • On-going partnership between the researchers and service users throughout. • A parent is a co-applicant & other parents & teachers have been involved in the design & development of the intervention. •  Linking parents and teachers – sharing experiences. • Highlights importance of postural care for the child and the need for a ‘whole school approach’. Implications: • Promote knowledge sharing & closer working between parents, therapists & teachers.

  18. Thanks This presentation presents independent research commissioned by the National Institute for Health Research (NIHR) under its Research for Patient Benefit (RfPB) Programme (Grant Reference Number PB-PG-0110-21045). The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR or the Department of Health

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