Author Country Year | Design Sample Analysis | Aim | Findings |
1) Fens et al. The Netherlands 2015 | Longitudinal mixed methods design. Intervention. Both quantitative and qualitative outcomes. Structured assessments, interviews and self- administered Questionnaires. 77 stroke patients, 59 caregivers and 4 SCC | To examine process-related factors that could have influenced the effectiveness of the intervention in follow-up care after stroke | Healthcare professionals who perform the assessment need special training in effective intervention and referral options for problems such as cognition and fatigue. GPs should be more involved in follow-up care |
2) Matos et al. Portugal 2014 | In-depth, semi-structured and focus group interviews. N = 38 individuals who live or work with aphasia PWA = 14, FM = 14. The inclusion criteria included no cognitive disturbances and no sign of clinical depression. SLT = 10, average 12.4 years of experience. Content analysis | To explore and understand the consequences of stroke with aphasia for daily life from the perspectives of people with aphasia and those who live or work with them | Consequences of stroke and aphasia were reported, such as; body function and body structure, mental functions, neuro musculoskeletal and movement related functions. The consequences of stroke and aphasia have a considerable impact on daily life. SLTs should use ICF-domains as a common framework in patient-centred interdisciplinary rehabilitation. Patients with aphasia rate rehabilitation of communication and autonomy higher than FMs and SLTs. Professional practice in Portugal needs to be changed in order to integrate these findings |
3) Aldous et al. Australia 2014 | Online survey 51 respondents Statistical analysis | To investigate common practices of speech-language pathologists involved in assessments of decision-making capacity for persons with aphasia. | Various formal and informal methods were used for assessing capacity. Discussion among interdisciplinary team members was reported to have the greatest influence on their recommendations. SLTs expressed dissatisfaction with current protocols for capacity assessment and required further education and training. |
4) Philip et al. UK | An instrument development team supported by medical experts, international stroke experts and post-stroke care stake-holders to create a tool for identifying post-stroke problems. Delphi technique | To develop an easy-to-use PSC to identify treatable post-stroke problems and facilitate referral for care. | Eleven long-term post-stroke problem areas were rated highly and consistently. The long-term problem areas were: secondary prevention, activities of daily living, mobility, spasticity, pain, incontinence, communication, mood, cognition, life after stroke and relationship with caregiver. |
5) Scholberg & Sunnerhagen Norway 2011 | Case study Data from four patient charts | To communicate the need for and benefits of comprehensive rehabilitation and a standardized approach to patients with LIS. | The nurse and nurse’s assistants are especially close to patients with LIS and considered valuable members of the LIS team. Patients with LIS require a skilled team to provide help and find alternative means of communication. The need for more assistance to adapt to alternative communication should be considered. Centralization of a competent interdisciplinary team with special skills is essential. There is a need for an international network to improve skills and the quality of rehabilitation for patients with LIS. |
6) Clarke UK 2010 | Grounded theory approach. 220 hours of participant observation, semi-structured interviews with 34 team members and 8 patients | To understand and explain how teamwork was achieved and maintained in two stroke rehabilitation units. | The core category ‘opportunistic dialogue’ was based on four interrelated and interdependent categories; positive about stroke, learning and working together, concern for persons and inclusive team culture. This included both systematic and seize-the-moment interdisciplinary practice. |