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Experiences of Using Pathways and Resources for Engagement and Participation (PREP) Intervention for Children with Acquired Brain Injury: A Knowledge Translation Study

Author

Listed:
  • Melanie Burrough

    (The Children’s Trust, Neurorehabilitation, Tadworth Court, Surrey KT20 5RU, UK)

  • Clare Beanlands

    (Occupational Therapy Division, Department of Allied Health, Social Care and Advanced Practice, School of Health and Social Care, London South Bank University, London SE1 0AA, UK)

  • Paul Sugarhood

    (Occupational Therapy Division, Department of Allied Health, Social Care and Advanced Practice, School of Health and Social Care, London South Bank University, London SE1 0AA, UK)

Abstract

Background: Children with acquired brain injury experience participation restrictions. Pathways and Resources for Engagement and Participation (PREP) is an innovative, participation focused intervention. Studies have examined PREP in Canadian research contexts, however little is known about implementation in real-life clinical settings. This study aimed to understand experiences of clinicians implementing PREP in a UK clinical context, with a focus on implementation processes and key factors for successful implementation. Methods: A qualitative single-site 8-week knowledge translation intervention study, guided by an action research framework, explored clinicians’ experiences of implementation. Six occupational therapists (OTs) working in a neurorehabilitation setting participated. The therapists provided two intervention sessions per week, over four weeks for one child on their caseload. Planning, implementation and evaluation were explored through two focus groups. Thematic analysis was used to analyse data. Results: Two themes, “key ingredients before you start” and “PREP guides the journey”, were identified before introducing PREP to practice. Four additional themes were related to PREP implementation: “shifting to a participation perspective”, “participation moves beyond the OT”, “environmental challengers and remedies” and “whole family readiness”. A participation ripple effect was observed by building capacity across the multi-disciplinary team and families. The involvement of peers, social opportunities and acknowledging family readiness were key factors for successful implementation. Conclusions: The findings illustrate practical guidance to facilitate the uptake of participation-based evidence in clinical practice. Further research is required to understand aspects of knowledge translation when implementing participation interventions in other UK clinical settings.

Suggested Citation

  • Melanie Burrough & Clare Beanlands & Paul Sugarhood, 2020. "Experiences of Using Pathways and Resources for Engagement and Participation (PREP) Intervention for Children with Acquired Brain Injury: A Knowledge Translation Study," IJERPH, MDPI, vol. 17(23), pages 1-18, November.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:23:p:8736-:d:450470
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    References listed on IDEAS

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    1. Dana Anaby & Mary Law & Rachel Teplicky & Laura Turner, 2015. "Focusing on the Environment to Improve Youth Participation: Experiences and Perspectives of Occupational Therapists," IJERPH, MDPI, vol. 12(10), pages 1-11, October.
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