Ted Brown

The Movement Assessment Battery for Children-Second Edition (MABC-2): A Review and Critique.

The Movement Assessment Battery for Children—Second Edition (MABC-2) is a recent revision of the well-known Movement Assessment Battery for Children (MABC). The MABC-2 is designed to identify and describe impairments in motor performance of children and adolescents 3 through 16 years of age. The Performance Test and the Checklist have been standardized using a larger, more representative normative sample. The evolution of the MABC-2 and research using the MABC is presented to provide a context for the MABC-2. The content of the MABC-2 is described including the scoring format, standardization sample, reliability, and validity. The MABC-2 includes four new items, the revision of some items, the creation of a 3- through 6-year and 11- through 16-year age bands, the combination of the 7- through 8- and 9- through 10-year age bands, and a system to assist with score interpretation. The Checklist has been reorganized and the total number of items reduced to 30. The primary weakness of the MABC-2 is the lack of evidence on reliability and validity. The quality, comprehensiveness, and rigor of reliability and validity studies reported in the test manual are variable. Considering the strengths and weakness of the MABC-2, it appears to be a clinically useful instrument, however, until further reliability and validity studies are completed, therapists should be guarded when basing their clinical decisions solely on MABC-2 test results.

Levels of empathy in undergraduate nursing students

McKenna L, Boyle M, Brown T, Williams B, Molloy A, Lewis B, Molloy L. International Journal of Nursing Practice 2012; 18: 246–251 Levels of empathy in undergraduate nursing students Empathy and absence of prejudice and stigma are instrumental in facilitating effective nurse–patient relations. This study assessed empathy levels and regard for specific medical conditions in undergraduate nursing students. A cross-sectional study was undertaken using paper-based versions of the Jefferson Scale of Physician Empathy (JSPE) and Medical Condition Regard Scale (MCRS), along with a brief set of demographic questions. Participants reported good empathy levels on JSPE. Attitudes towards intellectual disability, chronic pain, acute mental illness and terminal illness rated well on MCRS. Attitudes towards substance abuse, however, were lower. There were no significant differences between age groups, gender or year level of study. Overall results of this study were positive. Nursing students demonstrated acceptable empathy levels. Attitudes towards patients who abuse substances highlight an area that needs both further exploration and addressing. Attitudes towards mental health diagnoses were particularly favourable given that these often attract stigma and negative attitudes.Empathy and absence of prejudice and stigma are instrumental in facilitating effective nurse-patient relations. This study assessed empathy levels and regard for specific medical conditions in undergraduate nursing students. A cross-sectional study was undertaken using paper-based versions of the Jefferson Scale of Physician Empathy (JSPE) and Medical Condition Regard Scale (MCRS), along with a brief set of demographic questions. Participants reported good empathy levels on JSPE. Attitudes towards intellectual disability, chronic pain, acute mental illness and terminal illness rated well on MCRS. Attitudes towards substance abuse, however, were lower. There were no significant differences between age groups, gender or year level of study. Overall results of this study were positive. Nursing students demonstrated acceptable empathy levels. Attitudes towards patients who abuse substances highlight an area that needs both further exploration and addressing. Attitudes towards mental health diagnoses were particularly favourable given that these often attract stigma and negative attitudes.

Evidence-based practice and research utilisation: Perceived research knowledge, attitudes, practices and barriers among Australian paediatric occupational therapists

BACKGROUND/AIM Evidence-based practice (EBP) and research utilisation (RU) are promoted as ways for clients to receive the best level of care. However, limited research has evaluated the use of these approaches by occupational therapists. This study investigated the knowledge, attitudes, practices of and barriers to EBP and RU of a group of paediatric occupational therapists from Australia. METHODS Questionnaires were received from 138 participants (response rate 46%) who completed the Research Knowledge, Attitudes and Practices of Research Survey, the Edmonton Research Orientation Survey and the Barriers to Research Utilisation Scale. RESULTS The participants held positive attitudes towards research, and were willing to access new information to guide practice approaches. However, participants were less confident in their research knowledge and practices and implemented research findings into clinical practice. Multiple barriers to RU were perceived, particularly associated with the presentation and accessibility of research. Participants reported limited engagement in conducting research studies, although the majority of the participants reported implementing the findings of research into their clinical practice to some extent. CONCLUSION Additional research education and support within organisations would be beneficial to ensure that children and families are receiving occupational therapy services that are based on sound, high-quality research evidence. The findings of this study provide insight into the perceived research knowledge, attitudes, practices of and barriers to Australian paediatric occupational therapists, enabling specific strategies to be implemented to increase the use of EBP and RU within the profession.

What are the factors of organisational culture in health care settings that act as barriers to the implementation of evidence-based practice? A scoping review.

BACKGROUND The responsibility to implement evidence-based practice (EBP) in a health care workplace does not fall solely on the individual health care professional. Organisational barriers relate to the workplace setting, administrational support, infrastructure, and facilities available for the retrieval, critique, summation, utilisation, and integration of research findings in health care practices and settings. OBJECTIVE Using a scoping review approach, the organisational barriers to the implementation of EBP in health care settings were sought. METHOD This scoping review used the first five of the six stage methodology developed by Levac et al. (2010). The five stages used are: 1) Identify the research question; 2) identify relevant studies; 3) study selection; 4) charting the data; and 5) collating, summarising and reporting the results. The following databases were searched from January 2004 until February 2014: Medline, EMBASE, EBM Reviews, Google Scholar, The Cochrane Library and CINAHL. RESULTS Of the 49 articles included in this study, there were 29 cross-sectional surveys, six descriptions of specific interventions, seven literature reviews, four narrative reviews, nine qualitative studies, one ethnographic study and one systematic review. The articles were analysed and five broad organisational barriers were identified. CONCLUSIONS This scoping review sought to map the breadth of information available on the organisational barriers to the use of EBP in health care settings. Even for a health care professional who is motivated and competent in the use of EBP; all of these barriers will impact on their ability to increase and maintain their use of EBP in the workplace.

Scoping reviews in occupational therapy: The what, why, and how to

BACKGROUND/AIM Scoping reviews are a method of identifying, locating, analysing and summarising relevant empirical literature and research findings on a nominated topic. A description of scoping reviews is provided with examples that have been published in the occupational therapy and related literature and outline of the uses of scoping reviews for research and in evidence-based practice. METHODS Recent occupational therapy literature was searched to identify occupational therapy-related scoping reviews published in the refereed literature and to identify the methodologies used and topics covered. RESULTS A limited range of scoping reviews was located and a summary of their results is provided as examples of scoping reviews in the occupational therapy field. CONCLUSION The scoping review methodology is an efficient and effective approach for locating, analysing, summarising and presenting available literature and research findings on a particular topic. In comparison to a systematic review, it does not have the same high level of rigour, however does provide a general overview of the literature using a structured methodology to ensure consistency. The methodology of scoping reviews is effective for researchers where there is limited high level evidence available about a topic that would be required by a systematic review and provides an efficient way of identifying previous research and current knowledge gaps. Although there has been some scoping reviews published, it is predicted that there will be an increase in the future when the use of scoping reviews in occupational therapy is more fully realised and operationalised.

Can DVD simulations provide an effective alternative for paramedic clinical placement education

Objective: This study aimed to evaluate the usability of DVD simulations, the impact on student learning satisfaction and the potential for using DVD simulations to reduce the clinical placement burden on the current healthcare system. The clinical DVD simulations were underpinned by interprofessional educational principles that supported clinical placements for paramedic students. Method: Eleven DVD simulations were developed by academic staff members from Monash University with input and feedback from a team of healthcare professionals. Students (N = 97) from the Bachelor of Emergency Health at Monash University viewed the DVD simulations. Students’ perceptions, attitudes and thoughts about the clinical relevance of the simulations were assessed by completing a standardised self-report 7-point Likert scale questionnaire (7 indicating the highest satisfaction score). Qualitative data assessing if and how the DVD simulations had influenced paramedic students’ clinical placement learning experiences were also collected via two focus groups (n = 6). Results: Overall, paramedic students positively perceived the DVD simulations with relation to learning satisfaction (mean (SD) 5.14 (1.14), 95% CI 4.91 to 5.37) and information processing quality (mean (SD) 5.50 (0.83), 95% CI 5.33 to 5.67). The simulations maintained students’ attention and concentration (mean (SD) 4.35 (0.95), 95% CI 4.15 to 4.54) and provided clinical authenticity and relevance to practice (mean (SD) 4.27 (0.65), 95% CI 4.14 to 4.40). A number of themes emerged from the focus group data including the impact on employment, greater appreciation of healthcare teamwork and notion of interdisciplinary teamwork, the fact that DVD simulations have the capacity to replace some clinical placement rotations and should be integrated into standard curriculum, and that varying amounts of learning wastage occur during clinical placements. Conclusions: DVD simulations with an interprofessional education focus were developed. Paramedic students reported the simulations as being educationally, professionally and clinically relevant. The students also identified some aspects of current clinical placements that may be replaced by using DVD simulations. The cost benefit of using interprofessional DVD simulations to supplement and replace certain clinical placement rotations should be investigated further.

Evaluating the psychometric quality of social skills measures: a systematic review

Introduction Impairments in social functioning are associated with an array of adverse outcomes. Social skills measures are commonly used by health professionals to assess and plan the treatment of social skills difficulties. There is a need to comprehensively evaluate the quality of psychometric properties reported across these measures to guide assessment and treatment planning. Objective To conduct a systematic review of the literature on the psychometric properties of social skills and behaviours measures for both children and adults. Methods A systematic search was performed using four electronic databases: CINAHL, PsycINFO, Embase and Pubmed; the Health and Psychosocial Instruments database; and grey literature using PsycExtra and Google Scholar. The psychometric properties of the social skills measures were evaluated against the COSMIN taxonomy of measurement properties using pre-set psychometric criteria. Results Thirty-Six studies and nine manuals were included to assess the psychometric properties of thirteen social skills measures that met the inclusion criteria. Most measures obtained excellent overall methodological quality scores for internal consistency and reliability. However, eight measures did not report measurement error, nine measures did not report cross-cultural validity and eleven measures did not report criterion validity. Conclusions The overall quality of the psychometric properties of most measures was satisfactory. The SSBS-2, HCSBS and PKBS-2 were the three measures with the most robust evidence of sound psychometric quality in at least seven of the eight psychometric properties that were appraised. A universal working definition of social functioning as an overarching construct is recommended. There is a need for ongoing research in the area of the psychometric properties of social skills and behaviours instruments.

Construct validation of the readiness for interprofessional learning scale: A Rasch and factor analysis

In order to improve efficiency and collaboration in healthcare service provision, it is recommended that students engage in interprofessional education; that is, learning with, from and about professions other than ones own profession. Such endeavors are often impeded by pre-existing attitudes; therefore, self-reporting scales such as the Readiness for Interprofessional Learning Scale (RIPLS) have often been used in studies to gauge perspectives. The original 19-item version of the RIPLS was completed by 418 undergraduate healthcare students from a large Australian University. A principal component analysis with a varimax rotation was first carried out followed by Rasch model analyses on the RIPLS data. A four-factor solution was produced by the initial factor analysis, which did not correspond to the original three-factor solution identified by the RIPLS authors. The subsequent Rasch analyses of the four-factor structure produced two misfitting items, and reconfirmed a four-factor solution. The 17-item four-factor RIPLS demonstrated a good fit to the Rasch model and exhibited good reliability and dimensionality. A four-factor RIPLS solution was identified and confirmed via two statistical approaches. Two items were found not to fit the new RIPLS four-factor structure and it is recommended that they be discarded. Further refinement of the RIPLS is recommended.

Clinical importance of steps taken per day among persons with multiple sclerosis.

Background The number of steps taken per day (steps/day) provides a reliable and valid outcome of free-living walking behavior in persons with multiple sclerosis (MS). Objective This study examined the clinical meaningfulness of steps/day using the minimal clinically important difference (MCID) value across stages representing the developing impact of MS. Methods This study was a secondary analysis of de-identified data from 15 investigations totaling 786 persons with MS and 157 healthy controls. All participants provided demographic information and wore an accelerometer or pedometer during the waking hours of a 7-day period. Those with MS further provided real-life, health, and clinical information and completed the Multiple Sclerosis Walking Scale-12 (MSWS-12) and Patient Determined Disease Steps (PDDS) scale. MCID estimates were based on regression analyses and analysis of variance for between group differences. Results The mean MCID from self-report scales that capture subtle changes in ambulation (1-point change in PDSS scores and 10-point change in MSWS-12 scores) was 779 steps/day (14% of mean score for MS sample); the mean MCID for clinical/health outcomes (MS type, duration, weight status) was 1,455 steps/day (26% of mean score for MS sample); real-life anchors (unemployment, divorce, assistive device use) resulted in a mean MCID of 2,580 steps/day (45% of mean score for MS sample); and the MCID for the cumulative impact of MS (MS vs. control) was 2,747 steps/day (48% of mean score for MS sample). Conclusion The change in motion sensor output of ∼800 steps/day appears to represent a lower-bound estimate of clinically meaningful change in free-living walking behavior in interventions of MS.

Attitudes of undergraduate health science students towards patients with intellectual disability, substance abuse, and acute mental illness: a cross-sectional study

BackgroundThere is a long history of certain medical conditions being associated with stigma, stereotypes, and negative attitudes. Research has shown that such attitudes can have a detrimental effect on patients presenting with stigmatised medical conditions and can even flow on to impact their family. The objective of this study was to measure the attitudes of undergraduate students enrolled in six different health-related courses at Monash University toward patients with intellectual disability, substance abuse, and acute mental illness.MethodsA convenience sample of undergraduate students enrolled in six health-related courses in first, second and third years at Monash University were surveyed. The Medical Condition Regard Scale - a valid and reliable, self-report measure of attitudes - was administered to students along with a brief demographic form. Mean scores, t-tests, and ANOVA were used to analyse student attitudes. Ethics approval was granted.Results548 students participated. Statistically significant differences were found between the courses (p = 0.05), year of the course (p = 0.09), and gender (p = 0.04) for the medical condition of intellectual disability. There was no statistically significant difference between the courses, year of the course, gender, and age group for substance abuse or acute mental illness conditions.ConclusionThe findings suggest that students in undergraduate health-related courses, as a group, have a strong regard for patients with intellectual disability and some regard for patients with acute mental illness, but not for patients presenting with substance abuse problems.