期刊
DISABILITY AND REHABILITATION-ASSISTIVE TECHNOLOGY
卷 -, 期 -, 页码 -出版社
TAYLOR & FRANCIS INC
DOI: 10.1080/17483107.2022.2070675
关键词
Curriculum; walker; cane; skills training; fitting; rehabilitation
资金
- University of Calgary Department of Clinical Neurosciences
- University of Calgary O'Brien Summer Studentship Award
- Fonds de recherche du Qu.ebec -Sant.e
- Qu.ebec Health Research Funds
There is significant variation in curricular approaches to walking aid (WA) education in Canadian professional programs, with inadequate time and emphasis dedicated to WA fitting and skills training in most programs. There is a need for a standardized WA education program to improve safe WA use for clients with short- and long-term mobility impairments.
Purpose Multiple healthcare professionals fit walking aids (WA) and train individuals on their use. The purpose of this investigation was to describe curricula on WA fitting and training in Canadian entry-to-practice professional programs. Materials and methods An online survey was administered to leads from all accredited programs (n = 199). Seventeen questions asked about the importance of WA education, instructional methods and time dedicated to WA fitting and skills training, and how the pandemic had affected WA curriculum delivery. Results Responses were received from 97 programs. While most occupational therapy (OT, 8/15), physiatry (PM&R, 5/9), and physical therapy (PT, 12/19) trainees received more than 3 h of instruction on WA fitting, most nursing (29/40) and pharmacy (7/8) programs spent less than 3 h on this topic. Most OT (9/15) and PT (15/19) programs spent more than 3 h on WA skills training whereas most nursing (25/40), pharmacy (4/8), and PM&R (5/9) programs spent less than 3 h on this subject. Across all programs, 52% educated students on adapting activities of daily living for WA while 18% provided education on WA maintenance and repair. Only 19/89 programs consulted a formal WA skills training resource for curriculum development. Seventeen of 55 programs modified their WA curricula due to the pandemic. Conclusions There is a wide range in curricular approaches to WA education in Canadian professional programs. This highlights the need for a standardised WA education program to guide curricular development to ultimately improve safe WA use for clients with short- and long-term mobility impairments.
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