We are keen to regularly profile rehabilitation-related research conducted within NZ. Please contact us if you would like us to profile a published paper, poster or conference presentation firstname.lastname@example.org
This £3000 prize award that is open to anyone worldwide who has contributed in a substantive way to neurorehabilitation. Not even limited to research, this is a great opportunity for younger clinicians or academics.
Further information and apply here
What is the survey about? Do NZ concussion clinicians use clinical practice guidelines? What do they like or dislike about currently available guidelines? Are there gaps? What makes a guideline useful? These are some of the things we are seeking more information about in our new study.
Concussion is a very common injury and while most people do well and recover uneventfully, for some recovery can last a long time and can be very distressing and disruptive. In New Zealand we have services funded by ACC for assisting people recover from concussion. However there is a lot of information floating around about concussion management and the body of research is growing exponentially. That means there is a lot of evidence out there for clinicians to integrate into their practice, not all of it necessarily of the best quality.
What are clinical practice guidelines? Clinical practice guidelines are one way research evidence is ‘packaged’ so it is easy to use by healthcare providers. However there are a range of different concussion guidelines available and not all clinicians find it easy to choose between them or find them helpful and we want to know more about why this might be.
Take the survey: In our survey (see link below) we ask questions about barriers and facilitators to guideline use by concussion clinicians. Based on pilot feedback, the survey will take five-10 minutes of your time and your responses will be anonymous. Please send the link to others you know who work with concussion – the more responses we get the more confident we will feel about the findings. Thank you in advance for your thoughts. We will circulate the findings once these have been analysed – here’s the link to the survey:
The latest issue of NZ Rehabilitation Review (Issue 50) is now available.
Featured content is:
Last month NZRA was delighted to host Professor Jacinta Douglas presenting on:
"Community reintegration and social connection for people with brain injury”
Professor Douglas discussed the social isolation and loneliness frequently experienced by people with acquired brain injury. Around 70 people – mainly clinicians working with people following brain within inpatient and community-based rehabilitation settings - attended the two symposia in Christchurch and Auckland
Social connection refers to forming and maintaining various interpersonal relationships which are significant and satisfying and that extend beyond the family. People who experience disability frequently report wanting to be actively integrated and connected within their social relationships. Their sense of self is often maintained in terms of their experiences in social and activity contexts – whether they were feeling ‘part of things’ or not. Importantly, people often prioritise being able to contribute to relationships, rather than just being in receipt of care and support.
It was wonderful to spend the morning thinking about these issues and having time to reflect on the ways that the services support (or don’t do so well at supporting) the development or maintenance of social connections.
Submitted by Ally Calder
The School of Physiotherapy, University of Otago PHTY 535 Neurorehabilitation for Physiotherapists paper is offered by distance or on campus. It aims to provide practising physiotherapists with a more advanced level of knowledge, competence and skill in the neurorehabilitation field through integrating theory, practice, and reflection. The student will develop an ability to critically appraise and evaluate current neurorehabilitation practice trends beyond that of the entry–level practitioner, and apply this information to the evaluation and management of the patient. One of the most valuable aspects of this paper is being able to “put your own spin on it” within the context of the broad topics covered. Topics include exploring physical activity and health, management of secondary conditions, fatigue management, neuropathophysiology, and philosophies of healthcare and service delivery. Within these areas, the student can individualise their learning to their particular interests within a neurorehabilitation context (e.g., TBI, Concussion, Stroke, MS, Parkinson’s Disease, Spinal Cord Injury, Paediatrics). To illustrate such diversity, previous students have explored the effects of cycling on gait parameters in paediatric rehabilitation, the management of central post-stroke pain, passive standing in the long term management of people with spinal cord injury, and strength training in people with chronic stroke. The paper is assessed via three written assignments, one reflective piece, and an oral presentation.
Leanne Robinson provided feedback about her experiences of this paper. “I would like to express my gratitude for the fantastic friendly and open way that this paper was facilitated. As an older adult learner I valued the way you were able to facilitate so everyone had the ability to share and learn from each other no matter where they were on the spectrum of experience or area of practice. It has provided me with a framework for taking limited research in some areas of my area of work, synthesizing and then being able to articulate what that means to my practice. I have already been able to further support a 4th year student, my new grad physio and my other colleagues to look at research in a slightly different and more robust way. I have renewed my enthusiasm for research and the implementation of physiotherapy in my very slow rehabilitation area is of huge benefit to those families and children I have known for a very long time.”
The PHTY 535 paper is primarily facilitated by Dr Ally Calder along with her colleagues at the School of Physiotherapy whose expertise and interests span a wide range of areas within the field of neurorehabilitation. For further information about this paper, please don’t hesitate to contact Ally at email@example.com or to discuss your postgraduate programme of study at the School of Physiotherapy contact the Associate Dean of Postgraduate studies Dr Meredith Perry (firstname.lastname@example.org)
Many practitioners find the skills and knowledge they develop through their undergraduate qualification are necessary, but not sufficient, to manage the complexities of rehabilitation practice. In the postgraduate rehabilitation pathway in the School of Clinical Sciences at AUT, they help you explore some of these complexities and then apply your new knowledge in your practice. The pathway is intended for rehabilitation practitioners or other professionals working in a range of patient populations, across a range of practice settings.
Enrol yourself in the following programmes:
View landscape graphic of postgraduate study progression in the rehabilitation pathway.
For further information, contact Nicola Kayes (Professor of Rehabilitation and Director, Centre for Person Centred Research, School of Clinical Sciences):
Phone: 09 921 9999 ext 7309 Email: email@example.com
The Rehabilitation Teaching and Research Unit (RTRU) of the University of Otago welcomes students from anywhere in the country. They are a distance learning unit to the following programmes:
They are also very happy for students enrolled in other New Zealand tertiary institutions to take just one of their papers and include that in an award they are doing elsewhere (with the approval of their ‘home’ institution). RTRU is also happy to consider crediting postgraduate study done elsewhere to their programmes.
Papers on offer In 2020 Semester 1 (March to June)
REHB701 Rehabilitation principles - addresses the core themes of rehabilitation and provides students with the tools to critique their own rehabilitation practices and develop innovations to local rehabilitation services. View paper information
REHB703 Musculoskeletal rehabilitation - develop a more in-depth understanding of rehabilitation of a range of musculoskeletal disorders. View paper information
REHB714 Personal and psychological factors in rehabilitation - examine psychological factors influencing rehabilitation by considering the "Personal Factors" component of the World Health Organization's International Classification of Functioning Scheme. View paper information
Papers on offer in 2020 Semester 2 (July to October)
REHB712 Rethinking rehabilitation - Integration of the student’s reflections on their experience as clinician, consumer, funder/manager with research findings to evaluate contemporary and challenging rehabilitation process/outcome questions arising from their rehabilitation setting. View paper information
REHB704 Neurological rehabilitation - A rehabilitation perspective on the assessment and management of a range of neurological conditions. View paper information
REHB716 Rehabilitation with children - An investigation of theory, research and practice of inter-professional rehabilitation with children who have congenital or acquired health conditions in the context of family-centred practice. View paper information
REHB706 Work rehabilitation - Understanding the workplace, workers and employers and using modern management techniques to reduce worksite injury and promote early return to work. View paper information
And to help prospective students with planning ahead:
Contributed by Alice Theadom, Director of the TBI Network
I’ve been working the field of brain injury and concussion for the last 10 years now. It’s been a fantastic journey and I’ve been lucky enough to be involved in some great projects, work with some fabulous people and learn an incredible amount along the way. Recently however, I have realised that I’ve been so focused on writing papers, chasing research funding and supporting students that I haven’t been giving enough time and attention to why I actually entered academia in the first place… to make a real difference to people’s lives!
It’s also a personal thing. In 2011, I experienced a concussion myself - not that I knew about it at the time. I fell off a bolting horse and had multiple complex fractures to my arm and shoulder. My orthopaedic surgeon and rehab professionals were amazing and my shoulder was patched up in no time… however, that wasn’t the end of my journey.
It was only after I stopped the painkillers and started to go back to work that my OT noticed something wasn’t quite right. I was struggling to concentrate, my emails were confused, I was still so fatigued… you know the signs.
Once my concussion was picked up, I got the help and advice I needed. Even though I worked in the field and should’ve known just what to do, I still needed someone to talk through how it was affecting me specifically. The individual experience is so different to others and what the generic research says. I was one of the lucky ones, but I often reflect on why nobody asked me about my head at the emergency department or how things might have played out if my OT hadn’t picked it up.
So after taking time to reflect, I decided to change my approach! With the help of a Rutherford Discovery Fellowship, my faculty, the wider university and some amazing like-minded colleagues, last year we launched the TBI Network.
The idea of the TBI Network is to help researchers undertake the research that matters, rather than the research that’s ‘nice to have’ or ‘what’s easy to do and publish’. To successfully focus on research that is going to make a real difference to the lives of individuals and their whānau suffering from TBI, we need the input from clinicians, policymakers and people with experience of TBI (both their own and from those who have supported those suffering from TBI), the power of the network.
After talking to members of the TBI Network last year about where to prioritise our efforts initially, we’re currently working on:
These are all complex and difficult issues, but we hope that they are areas that will make the biggest impact. To do this though we need to work together…
So we invite anyone with an interest in TBI to join the Network. Its free (we’re a not-for -profit entity reliant on donations) and you can be as involved as little or as much as you like! You can see some of the things we’ve been up to already on our website:
To join up and receive our regular newsletters, simply enter your name and email into the contact us box and we’ll be in touch!
The latest issue of NZ Rehabilitation Review (Issue 49) is now available.
Contributed by Rachelle Martin, PhD, Burwood Academy of Independent Living
I first met Jacinta when attending an ASSBI conference in Perth in 2015 as a nervous Masters student with a strong dose of the infamous imposter syndrome. I met her again in 2019 at the ASSBI/NZRA conference in Wellington. Amazingly, she remembered what I had studied and what I was planning to do for my PhD. This is one of the many things I appreciate about her and something that comes through in her research - Jacinta is interested in people. She listens well. She is passionate about supporting others to live well. She also has great hair!
Jacinta has been involved in the production of a huge number of publications, chapters and reports. What stands out in her publication list is the diversity of projects, students and colleagues, all caring about making a difference to how people communicate who they are and what their needs and desires are.
Let me share one recent paper, authored with Kate D'Kruz and Tanya Serry, with you...
Head to ResearchGate to request a full copy of this publication if you would like one.
Sharing stories with others is an everyday human experience. Research evidence suggests that through narrative storytelling, we process and make sense of ourselves, creating a coherent life-narrative.
The review aimed to identify and synthesise published evidence on the use of personal narrative approaches in rehabilitation following TBI.
Findings from 12 qualitative research articles were synthesised. Written methods of narrative approaches were most evident, with only three articles utilising spoken methods, and visual methods used in two articles.
One overall theme of building a strengths-based identity was developed, with four sub-themes:
The paper cites a poem from case study participant “Ned” (Pinhasi-Vittorio, 2007) alluding to his experience of growth from participation in writing.
To quote a section from the discussion:
Successful reintegration into the community is a complex process of adjustment, coping and adaptation for both the survivors of TBI and their support network. Developing a positive identity focussed on strengths rather than impairments is increasingly understood as central to this process and reflected in holistic and multi-disciplinary approaches to TBI rehabilitation. Consistent with this strengths based approach, narrative, when understood from a constructivist perspective, presents a view on life after TBI that offers hope and a belief in the potential for change. Through story sharing, survivors of TBI are afforded a space to express and communicate their experiences and feelings, thus constructing their own personal story.
A takeaway message: seek opportunities for survivors of TBI to share their stories.
Another takeaway message: come and hear Jacinta speak for yourself!
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