The 2019 neuro-rehabilitation implementation framework in Ireland: Challenges for implementation and the implications for people with brain injuries

Burke, Sara; McGettrick, Gráinne; Foley, Karen; Manikandan, Manjula; Barry, Sarah

doi:10.1016/j.healthpol.2019.12.018

Cited by 18 publications

(30 citation statements)

References 7 publications

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“…However, post‐acute services are identified as particularly fragmented (McElwaine et al., 2015) and there is a lack of access to rehabilitation services (both public and private) for people with acquired brain injury (Muldoon, Walsh, Curtin, & Kinsella, 2017). A 2011 neuro‐rehabilitation strategy remains unimplemented (Burke, McGettrick, Foley, Manikandan, & Barry, 2020). A 2011 survey revealed significant gaps in access to early supported discharge and allied health professionals (Community Services Subgroup of the National Stroke Working Group, 2011).…”

Section: Introductionmentioning

confidence: 99%

Supporting people with post‐stroke aphasia to live well: A cross‐sectional survey of Speech & Language Therapists in Ireland

Manning

Cuskelly

Russ

et al. 2020

Health Soc Care Community

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Living well with post-stroke aphasia is supported by responsive, collaborative heath and related services, aphasia information and training for people with aphasia (PWA) and their social networks, and opportunities to contribute and participate autonomously in their communities. Several international surveys indicate shortcomings in the provision of long-term support and, in Ireland, while there is a lack of data around service provision for PWA, there is evidence that post-acute stroke services are fragmented and under-resourced. The aim of this study was to survey Speech & Language Therapists (SLTs), due to their unique role in aphasia management, to un

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Section: Introductionmentioning

confidence: 99%

Supporting people with post‐stroke aphasia to live well: A cross‐sectional survey of Speech & Language Therapists in Ireland

Manning

Cuskelly

Russ

et al. 2020

Health Soc Care Community

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“… 59 Accordingly, the idea that our NTG also should complete a median visit was rejected, both to avoid dropouts and to have a NTG that closely resembled the current active protocols that national health systems usually apply to patients with hemianopia. 24 – 26 In our study, the visual ability and function variables were the most likely to be affected by the learning effect phenomenon. Thus, although in our study there was a long period of time between each assessment visit (1.5 months, which could contribute to diminishment of the learning effect phenomenon), a specific statistical analysis of the visual ability/function variables was performed to test the effects of change between the median visit of the IG and the final visit of the NTG.…”

Section: Discussionmentioning

confidence: 57%

“…Nevertheless, national health systems worldwide generally lack specialized neurovisual rehabilitation units. 24 – 26 Consequently, once the neurologic and ophthalmologic injuries are stabilized in patients with hemianopia, they are discharged from national health systems without the option of a customized neurovisual rehabilitation program, and subsequently they have to manage the new visual condition on their own.…”

Section: Introductionmentioning

confidence: 99%

Multitasking Compensatory Saccadic Training Program for Hemianopia Patients: A New Approach With 3-Dimensional Real-World Objects

Mena-Garcia

Pastor-Jimeno

Maldonado

et al. 2021

Trans. Vis. Sci. Tech.

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Purpose To examine whether a noncomputerized multitasking compensatory saccadic training program (MCSTP) for patients with hemianopia, based on a reading regimen and eight exercises that recreate everyday visuomotor activities using three-dimensional (3D) real-world objects, improves the visual ability/function, quality of life (QL), and functional independence (FI). Methods The 3D-MCSTP included four in-office visits and two customized home-based daily training sessions over 12 weeks. A quasiexperimental, pretest/posttest study design was carried out with an intervention group (IG) ( n = 20) and a no-training group (NTG) ( n = 20) matched for age, hemianopia type, and brain injury duration. Results The groups were comparable for the main baseline variables and all participants ( n = 40) completed the study. The IG mainly showed significant improvements in visual-processing speed (57.34% ± 19.28%; P < 0.0001) and visual attention/retention ability (26.67% ± 19.21%; P < 0.0001), which also were significantly greater ( P < 0.05) than in the NTG. Moreover, the IG showed large effect sizes (Cohen's d) in 75% of the total QL and FI dimensions analyzed; in contrast to the NTG that showed negligible mean effect sizes in 96% of these dimensions. Conclusions The customized 3D-MCSTP was associated with a satisfactory response in the IG for improving complex visual processing, QL, and FI. Translational Relevance Neurovisual rehabilitation of patients with hemianopia seems more efficient when programs combine in-office visits and customized home-based training sessions based on real objects and simulating real-life conditions, than no treatment or previously reported computer-screen approaches, probably because of better stimulation of patients´ motivation and visual-processing speed brain mechanisms.

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“…Therefore, multi-tasking can be challenging for students with TBI. It is worth noting that TBI is different from other neurological conditions in that it is non-progressive and consequently those with TBI can improve significantly when they have timely access to appropriate services that address their needs [33]. The authors know that there is hope for recovery and societal participation after TBI, but this can all too often be eroded by carelessness and ableist practices.…”

Section: Discussionmentioning

confidence: 99%

Incivility in Higher Education: Challenges of Inclusion for Neurodiverse Students with Traumatic Brain Injury in Ireland

et al. 2021

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This paper explores the lived experience of incivility for neurodiverse students with traumatic brain injury (TBI) in Ireland. The higher education (HE) environment can be challenging for students with TBI. Incivility is common in higher education, and students with disabilities such as TBI are often marginalized within academia, making them more vulnerable to incivility. For this paper, data are drawn from the first author’s autoethnographic study, and is supplemented with semi-structured interviews from a sample of HE seven students also with TBI. Results revealed that participants’ experiences of incivility were common and were linked to the organizational culture of higher education. Our experiences point to a need for better responsiveness when interactions are frequently uncivil, despite there being policies that recognize diversity and equality. This is the first paper of its kind to explore this particular experience in Ireland and the purpose of this paper is to raise awareness of the challenges of neurodiverse students and how they are exacerbated by organizational and interpersonal incivility.

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The 2019 neuro-rehabilitation implementation framework in Ireland: Challenges for implementation and the implications for people with brain injuries

Cited by 18 publications

References 7 publications

Supporting people with post‐stroke aphasia to live well: A cross‐sectional survey of Speech & Language Therapists in Ireland

Supporting people with post‐stroke aphasia to live well: A cross‐sectional survey of Speech & Language Therapists in Ireland

Multitasking Compensatory Saccadic Training Program for Hemianopia Patients: A New Approach With 3-Dimensional Real-World Objects

Incivility in Higher Education: Challenges of Inclusion for Neurodiverse Students with Traumatic Brain Injury in Ireland

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