Learning, translating, and applying the perceive, recall, plan, perform system of task analysis assessment to practice: Occupational therapists’ experiences

Abstract

Introduction This study explored occupational therapists’ experiences of embedding the Perceive, Recall, Plan, Perform System of Task Analysis (PRPP) assessment in practice and gained understandings of the clinical utility. Methods Qualitative interpretive description research using data from semi-structured interviews with 11 New Zealand registered occupational therapists and a focus group with two Māori occupational therapists. Thematic data analysis was used to develop themes. Results Five themes emerged: Resonating with practice as it should be, Translating to practice, Communicating assessment findings using an occupational performance focus on cognition, Validating the practice fit and Cultural application. Participants described the PRPP assessment as a flexible tool, which was applied in different ways in varied practice settings, with clients performing a range of culturally specific occupations. Embedding the assessment in practice was an involved process that challenged many participants’ existing assessment procedures and included managing team expectations to perform cognitive-based assessments. Conclusions The PRPP assessment added value to occupational therapists’ practice. Effective implementation of the assessment required a secure occupation-focused perspective and client-centred culturally responsive communication skills. Commitment was needed to both adopt a new assessment process and to communicate occupation-based assessment results. Participants connected as social learners to address practice challenges post-training.

Using the Perceive, Recall, Plan and Perform Assessment of cognitive strategy use with Aboriginal and Torres Strait Islander peoples: Initial exploration of clinical utility

“…Interpretation of performance is specific to the client and the context in which performance occurs. The PRPP Assessment has been used internationally in cross‐cultural contexts, including Thailand (Juntorn et al, 2016; Juntorn et al, 2017; Munketvit, 2005), Canada (Aubin et al, 2014), Sweden (Fryxell, 1999), Germany (Steultjens et al, 2012; Voigt‐Radloff et al, 2009), Norway (Stigen et al, 2018), The Netherlands (Sturkenboom et al, 2020; Van Keulen‐Rouweler et al, 2017) and New Zealand (Burrows et al, 2022; Frank, 2014). The PRPP Assessment has been identified as a suitable tool for use with Aboriginal and Torres Strait Islander children to provide a culturally relevant assessment of cognition (Thorley & Lim, 2011).…”