Powered mobility intervention: understanding the position of tool use learning as part of implementing the ALP tool.
Purpose:To explore the knowledge necessary for adoption and implementation of the Assessment of Learning Powered mobility use (ALP) tool in different practice settings for both adults and children. To consult with a diverse population of professionals working with adults and children, in different c...
| Publicado en: | Disability & Rehabilitation: Assistive Technology Vol. 12; no. 7; pp. 730 - 740 |
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| Autores principales: | , |
| Formato: | research Journal Article |
| Publicado: |
Taylor & Francis Ltd
Oct2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=123762658&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 123762658 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17483107 1X04 jtl: Disability & Rehabilitation: Assistive Technology issn: 17483107 maglogo: Y pubinfo: dt: Oct2017 vid: 12 iid: 7 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 123762658 123762658 123762658 10.1080/17483107.2016.1253119 123762658 ppf: 730 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Powered mobility intervention: understanding the position of tool use learning as part of implementing the ALP tool. aug: au: Nilsson, Lisbeth Durkin, Josephine affil: Department of Health Sciences, Occupational Therapy and Occupational Science, Lund University, Lund, Sweden sug: subj: Ambulation Aids Utilization Wheelchairs, Powered Utilization Learning Rehabilitation Physical Mobility Human Grounded Theory Motivation Confidence Child Adult Child: 6-12 years Adult: 19-44 years ab: Purpose:To explore the knowledge necessary for adoption and implementation of the Assessment of Learning Powered mobility use (ALP) tool in different practice settings for both adults and children. To consult with a diverse population of professionals working with adults and children, in different countries and various settings; who were learning about or using the ALP tool, as part of exploring and implementing research findings. Method:Classical grounded theory with a rigorous comparative analysis of data from informants together with reflections on our own rich experiences of powered mobility practice and comparisons with the literature. Results:A core categorylearning tool useand a new theory of cognizing tool use, with its interdependent properties: motivation, confidence, permissiveness, attentiveness and co-construction has emerged which explains in greater depth what enables the application of the ALP tool. Conclusions:The scientific knowledge base on tool use learning and the new theory conveys the information necessary for practitioner’s cognizing how to apply the learning approach of the ALP tool in order to enable tool use learning through powered mobility practice as a therapeutic intervention in its own right. This opens up the possibility for more children and adults to have access to learning through powered mobility practice.Implications for rehabilitationTool use learning through powered mobility practice is a therapeutic intervention in its own right.Powered mobility practice can be used as a rehabilitation tool with individuals who may not need to become powered wheelchair users.Motivation, confidence, permissiveness, attentiveness and co-construction are key properties for enabling the application of the learning approach of the ALP tool.Labelling and the use of language, together with honing observational skills through viewing video footage, are key to developing successful learning partnerships. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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