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

• Published in: International journal of environmental research and public health 2020-11, Vol.17 (23), p.8736
• Main Authors: Burrough, Melanie, Beanlands, Clare, Sugarhood, Paul
• Format: Article
• Language: English
• Subjects: Adolescent; Brain Injuries; Brain injury; Brain research; Canada; Caregivers; Child; Children; Children & youth; Clinical medicine; Cognition & reasoning; Consent; Families & family life; Female; Focus Groups; Humans; Intervention; Knowledge acquisition; Male; Neurology; Participation; Professionals; Qualitative Research; Rehabilitation; Therapists; Translation; Translational Research, Biomedical; Traumatic brain injury
• ISSN: 1661-7827; 1660-4601; 1660-4601
• DOI: 10.3390/ijerph17238736

Children with acquired brain injury experience participation restrictions. Pathways and Resources for Participation and Engagement (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. 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. 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. 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.