Dysphagia after stroke and feeding with acknowledged risk

Sommerville, Peter; Lang, Alex; Nightingale, Sarah; Birns, Jonathan

doi:10.12968/bjnn.2016.12.4.162

Cited by 8 publications

(2 citation statements)

References 21 publications

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“…In some cases, the risks will be small or putative, while in others they will be great. According to Sommerville et al, 97 the swallow is unlikely to improve on a riskfeeding regimen. With PWD poststroke in the acute stages, they are often not in a position to understand the risks.…”

Section: Legal Evidence Where Knownmentioning

confidence: 99%

Moving Beyond Traditional Understandings of Evidence-Based Practice: A Total Evidence and Knowledge Approach (TEKA) to Treatment Evaluation and Clinical Decision Making in Speech-Language Pathology

2019

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Evidence-based practice (EBP) is a well-established framework for supporting clinical decision making in the discipline of speech-language pathology. The benefits of using evidence to inform clinical practice are acknowledged by clinicians and researchers alike. Even so, after over two decades of EBP advocacy, much clinical uncertainty remains and models supporting the evaluation of interventions require review and reconsideration. The EBP model, while promoting positive principles, can be argued to be conceptually flawed because it suffers from a lack of attention to and explicit valuing of other forms of knowledge crucial to the formation of realistic and judiciously informed decisions. We propose that the evaluation of interventions would be better supported by an explicit knowledge management approach reflecting a range of evidence and knowledge. One worked example is presented to demonstrate what using such an approach can produce in terms of intervention information.

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Section: Legal Evidence Where Knownmentioning

confidence: 99%

Moving Beyond Traditional Understandings of Evidence-Based Practice: A Total Evidence and Knowledge Approach (TEKA) to Treatment Evaluation and Clinical Decision Making in Speech-Language Pathology

2019

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“…The way in which this tool was developed has many additional strengths including it being curriculum mapped to the SSEF, the project team being truly multidisciplinary with expertise in stroke, education and virtual reality and human computer interaction, and the iterative development, akin to the "plan-do-study-act" model of quality improvement used in healthcare systems improvement, including in the field of stroke [Taylor et al, 2014, Sommerville et al, 2016. Limitations, in addition to those raised by HASU users of a dislike of CGI and an over-emphasis on brain imaging and other investigations, include the small, unstandardised evaluation and the patient mix related to the demographics of the population served by the 2 HASUs in London where patient data was captured.…”

Section: : Rehabilitation 12 Summarymentioning

confidence: 99%

Development of a Novel Multimedia E-Learning Tool for Teaching the Symptoms and Signs of Stroke

Birns¹,

Woodward²,

Brenton³

et al. 2018

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A novel, scenario-based, curriculum-mapped, multimedia stroke e-learning tool was developed by a multi-professional project team incorporating experts in stroke, education and virtual reality and human computer interaction. Resource acquisition and generation involved capturing of "real-time, real-life" patient data, including video and audio recordings, and the creation of a digital stroke taxonomy classifying the symptoms and signs of stroke. A number of approaches were explored for visually demonstrating the effects of functional impairment in stroke patients using animations and juxtaposing brain imaging scans and 3D models. An iterative, evolutionary, action research approach was employed to build the e-learning tool around an array of acute neurological scenarios of stroke and stroke-mimic presentations. Each scenario followed a standardised teaching process aligned to the "patient journey". Evaluation helped to focus on how successful different interface elements reinforced the underlying development design strands.

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