this article and any supplementary material should be cited as follows: nilsson l, durkin j....
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![Page 1: This article and any supplementary material should be cited as follows: Nilsson L, Durkin J. Assessment of learning powered mobility use— Applying grounded](https://reader035.vdocuments.mx/reader035/viewer/2022072013/56649e4f5503460f94b46128/html5/thumbnails/1.jpg)
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 ProjectDOI: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
![Page 2: This article and any supplementary material should be cited as follows: Nilsson L, Durkin J. Assessment of learning powered mobility use— Applying grounded](https://reader035.vdocuments.mx/reader035/viewer/2022072013/56649e4f5503460f94b46128/html5/thumbnails/2.jpg)
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 ProjectDOI: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.
![Page 3: This article and any supplementary material should be cited as follows: Nilsson L, Durkin J. Assessment of learning powered mobility use— Applying grounded](https://reader035.vdocuments.mx/reader035/viewer/2022072013/56649e4f5503460f94b46128/html5/thumbnails/3.jpg)
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 ProjectDOI: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.
![Page 4: This article and any supplementary material should be cited as follows: Nilsson L, Durkin J. Assessment of learning powered mobility use— Applying grounded](https://reader035.vdocuments.mx/reader035/viewer/2022072013/56649e4f5503460f94b46128/html5/thumbnails/4.jpg)
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 ProjectDOI: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.
![Page 5: This article and any supplementary material should be cited as follows: Nilsson L, Durkin J. Assessment of learning powered mobility use— Applying grounded](https://reader035.vdocuments.mx/reader035/viewer/2022072013/56649e4f5503460f94b46128/html5/thumbnails/5.jpg)
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 ProjectDOI: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.