Ross et al.



Case-study: Mixed methods- questionnaires, qualitative evaluation,

N = 107 staff working with stroke during their training, 2005-2008

To describe the development, content and evaluation of an in-service interdisciplinary training programme

on psychological and communication problems after stroke

The trained staff had confidence in their knowledge and recognition of the basic management of communication, cognitive and emotional problems after stroke.


Smith et al.



Multi-methods approach: questionnaires, focus-groups and workshops.

A stratified random selection of 16 private, 3 voluntary and 6 NHS healthcare homes, from which a sample comprising 115 trained nurses and 19 senior care assistants was recruited

To identify and describe the educational needs of care home staff when caring for residents with stroke related aphasia.

Both groups preferred accredited stroke education. Care home nurses required more training in stroke assessment, rehabilitation and acute interventions, senior care assistants required more education in managing depression, general stroke information and communicating with dysphasic residents. Senior care assistants needed more information on interdisciplinary team work, while care home nurses were more concerned with ethical decision-making, accountability and goal setting.


Knight et al.



Qualitative mixed methods; Participant observation and semi-structured interviews.

7 stroke patients aged 41 - 99 years; 2 with and 5 without aphasia in acute hospital settings

To describe how health information is provided to stroke patients and their perceptions of information provision.

Only 17.5% of communication time was spent providing information. Patients with aphasia received less information time and content than patients without aphasia. Patients left the stroke unit with little information on aphasia. Health information to patients with aphasia was only given when their significant others were present. Transmission barriers such as poor vision, impaired hearing or language difficulties (aphasia) were described as hindrances that led to a lack of detailed information. Only verbal information was provided to patients with aphasia, even though they would prefer written information. The pattern of information provision was infrequent, unplanned and erratic.