Occupation

Abstracts
Posters
Munday, R., 2005. Vegetative and minimally conscious states:
How can occupational therapists help? Neuropsychological
Rehabilitation: An International Journal, Special issue:
Neuropsychological Rehabilitation, 15 (3–4), pp503–513.
Keywords
Neurological practice, Practice development, Innovative practice,
Independent Sector
Contact E-mail Addresses
sfuller@rhn.org.uk
Author Biographies
Siobhan Fuller is an Occupational Therapist with an interest in
working with people in prolonged disorders of consciousness.
Over the last four years she has become an accredited
SMART assessor and has experience of working in brain injury
rehabilitation and specialist nursing home services.
Marta Candela is a Spanish Occupational Therapist working as
an OTA with people in prolonged disorders of consciousness.
Marta supports the OT team and carries out 1:1 treatment
sessions, particularly SMART treatments. She has a particular
interest in neurological rehabilitation and is currently seeking her
HCPC registration to practice as an OT in the UK.
Aisha Uppal has a degree in psychology and formerly worked as
an OTA within the specialist nursing home. Her present role is
a technology support worker for the assistive and rehabilitation
technology services in the hospital.
P109
Splinting for the prevention and correction of
contractures: a retrospective audit
Pieterse C, Steed A, Ashford S, Regional Hyperacute
Rehabilitation Unit, Northwick Park Hospital
Introduction: Objectives were to identify areas for clinical
and service development to improve Physiotherapists and
Occupational Therapists adherence to the new Practice
Guidelines published by the Association of Chartered
Physiotherapists in Neurology (ACPIN) and the College of
Occupational Therapy (COT) (COT, ACPIN 2015).
Methods: The audit was carried out over a 3 month period.
All patients discharged from a Level One inpatient tertiary
neurological rehabilitation unit in 2013 who received splinting
or casting were identified. Data was collected from clinical
documentation and compared using the Clinical Audit Tool
included within the Practice Guidelines. Results were recorded
and analysed using Microsoft Excel.
Results: Of a total cohort of 95, 38 adults received a total of 65
interventions (54 upper limb, 11 lower limb). A total of 39 were
custom made, with 26 pre-fabricated splints issued. Exploration
of clinical reasoning identified 82% of splints were preventative,
and 18% targeted correction. Based on information contained
in clinical documentation, guideline statements were assigned
for each intervention where possible. Statement number 13
(selective use of upper limb splints and not as routine practice)
was the most prevalent. Remedial management of spasticity was
considered in 74% of cases. Only 25% of interventions achieved
goals set at baseline and in 10% no formal goals could be
identified from the clinical documentation.
Conclusion: The audit has identified weaknesses in clinical
documentation, particularly goal setting and the review of
specific outcome measures. The Practice Guideline Statements
are useful to guide clinical reasoning and decision making
but were difficult to audit retrospectively. New MDT clinical
documentation to facilitate the clinical reasoning process
through clear goals, outcomes and reviews is currently being
trialled. A repeat audit is planned to complete the audit cycle.
References
College of Occupational Therapists and Association of Chartered
Physiotherapists in Neurology. Splinting for the prevention
and correction of contractures in adults with neurological
dysfunction: Practice guideline for occupational therapists and
physiotherapists. (Kilbride, C. ed). London: COT, ACPIN, 2015.
Keywords
Neurological practice, Audit, Practice – present and future, NHS
Contact E-mail Addresses
chantelle.pieterse@nhs.net
Author Biographies
Chantelle Pieterse, Regional Hyperacute Rehabilitation Unit,
Northwick Park Hospital, London. Principal Occupational
Therapist.
Aideen Steed, Regional Hyperacute Rehabilitation Unit,
Northwick Park Hospital, London. Principal Physiotherapist.
P110
Pre-registration education: developing confidence in
evidence-based practice
Page F, Payne A, University of Derby
Evidence based practice has become an implicit aspect of health
and social care practice, therefore the ability to critically review
and evaluate research literature is an essential aspect of evidence
based Occupational Therapy (COT 2015).
Occupational Therapy programmes are responsible for preparing
students for practice, which includes equipping them with the
competence to be evidence based Occupational Therapists,
making them crucial to the development of future evidence
based clinicians (Thomas, Saroyan, & Snider 2012).
The BSc Hons Occupational Therapy programme has had the
opportunity to rethink the ‘traditional’ level 6 dissertation, and
further consider what graduates need to develop confidence
in both the research process and evidence based practice. Now
the final year module not only marks the end of the process of
their ‘higher’ education, but also develops the skills needed for
the start of their ongoing development and lifelong learning.
Allowing graduates of the programme to be the link between
theory and practice.
The poster will therefore highlight the benefits & challenges
of this approach to the final year project. It will also consider
the outcomes so far, in terms of student achievement and
dissemination of work and consider the future benefits for
the profession of Occupational Therapy, in terms of a future
workforce, confident in using evidence to support service
improvement and development.
References
College of Occupational Therapists (2015) Code of Ethics and
Professional Conduct for Occupational Therapists. (Revised Ed.)
London: COT.
Thomas, A., Saroyan, A., & Snider, L. (2012) Evidence-Based
Practice Behaviours: A Comparison amongst Occupational
Therapy Students and Clinicians. Canadian Journal of
Occupational Therapy, 79 (2), 96–107.
Keywords
Occupational therapists, Service improvement or transformation,
Education and learning, Education
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