Abstract
This thesis addresses the challenges and gaps in implementing effective physical activity (PA) interventions across the stroke care pathway. This is achieved by integrating insights from a scoping review (ScR), a survey of physiotherapists, and an examination of perspectives of undergraduate physiotherapy students and educators from higher education (HE) settings. The evolving context of stroke rehabilitation, including the need to meet recommended PA guidelines whilst considering resource implications, sets the backdrop for understanding the complexities and challenges surrounding PA interventions. This thesis explores the content of PA interventions, physiotherapists' knowledge and practices, and the perspectives of students and educators.Results from the ScR reveal a lack of reporting and standardised definitions of PA interventions in stroke care, emphasising the need for validated PA outcome measures. The survey of physiotherapists highlights individualised exercise interventions but identifies barriers like time constraints and limited use of behaviour change strategies.
The focus group of undergraduate physiotherapy students uncovers deficits in knowledge of PA guidelines, definitions, and communication strategies. An online ideate workshop generated solutions to these challenges, proposing educational content for a future intervention incorporating case studies, behaviour change strategies and technology-enhanced learning (TEL) tools.
The thesis contributes to knowledge by integrating multiple perspectives, emphasising accurate definitions and outcome measures, and incorporating problem-based learning and TEL tools in the undergraduate physiotherapy curriculum. It recommends improvements in education, behaviour change integration, standardised outcome measures, and policy advocacy to enhance PA interventions in stroke care.
Future research should focus on: developing, testing and implementing an educational intervention for undergraduate physiotherapy students; investigating behaviour change strategies for sustained engagement in PA during post-stroke rehabilitation; and validating outcome measures, particularly for the non-ambulant stroke population. In conclusion, the research offers practical recommendations for future tailored education and training programmes, promoting interdisciplinary collaboration and advocating for policy changes to support evidence-based PA interventions in stroke rehabilitation.
| Date of Award | Apr 2024 |
|---|---|
| Original language | English |
| Supervisor | Niamh Kennedy (Supervisor), Katy Pedlow (Supervisor) & Karen Mc Connell (Supervisor) |
Keywords
- stroke
- physical activity
- educational resource