F E AT U R E
Conversations That Matter: Assistive technology and occupational therapy Hosting the ‘Conversations That Matter’ session
Against this backdrop, an interactive ‘Conversations That Matter’ session hosted by ARATA Board Members (see Figure 2), using participant polling via Mentimeter illustrated with examples asked: I. Which recommendations from the WHO/UNICEF Global Report on AT are most relevant to occupational therapy practice in Australia? II. Among these recommendations, what specific suggestions can be provided to individual OTs and the profession as a whole to drive meaningful change? Of the participants who attended this Conversation, 62 registered to respond in Mentimeter, and 58 (94% of registered respondents) ranked the recommendations in order of the perceived relevance to occupational therapy. See Figure 3 for the polling results.
Exploring the report’s recommendations
After this initial ranking by session attendees, the top-ranked recommendations (see Figure 3) were then explored with session participants using Mentimeter and group ‘conversations’. The aim was to gather examples of occupational therapy principles and/or practices that responded to or enabled each recommendation. Participants provided their suggestions on how OTs - either individually or as part of a professional group - could drive change. The original text was then summarised into key messages by the group facilitators. See Table 1 for the resultant key messages for the top two ranked recommendations. The broad-ranging discussion across these and other recommendations drew together some key principles. These included taking a person-centred approach, embedding user involvement in all steps, enabling access, supporting advocacy, and providing education. An understanding of AT policies and legislation 28 otaus.com.au
Table 1. Key messages summarised from participant suggestions Recommendation 2: Ensure that assistive products are safe, effective, and affordable. • Work within scope: prescribe within knowledge/skills. • Follow guidelines: use a structured assessment and prescription process (e.g., 5-step/good practice guidelines). • Use standardised assessments. • Ensure right product is recommended and fit for purpose. • Perform risk assessments. • Listen to users’ wants and needs. • Consider client’s/user’s available funding or budget. • Don’t use funding to make your decision, use clinical reasoning. • Assess environmental fit. • Collaborate with a specialised team. • Involve all key stakeholders in decision-making. • Schedule follow-up visits post-provision. • Measure outcomes in relation to client/user goals. • Encourage client/user reviews to promote optimal products. • Share relevant equipment standards and unbiased reviews. • Insist on trials and demonstrations. • Consider hiring before purchase. • Engage a helpful equipment supplier and utilise supplier knowledge. • Request a safety statement from suppliers. • Establish competitive buying groups for AT. • Prioritise evidence-based practice. • Conduct research and consult with professionals. • Educate users and providers on AT use and issues. • Implement AT recycling initiatives and have plans/funding for maintenance. • Advocate for training, guidelines, and policy inclusion. • Enforce legislation for mainstream technology accessibility. Recommendation 4: Actively involve users of assistive technology and their families. • • • • • • • • • • • • • • • • • •
Use frameworks and models for guidance. Prioritise client-centred practice and co-design processes. Engage, involve, consult, research, and share information. Enhance communication by asking, listening, advising, and avoiding assumptions. Fund user participation and incorporate user input. Foster a vision of possibilities. Insist on client/user involvement and maintain a record of this. Use user-centred and collaborative assessments, considering all ICF domains, observation, and activity analysis. Focus discussions on client-identified needs, provide education and options, ensuring client choice and control. Involve clients/users and their families in planning and design. Include all relevant parties in problem and solution discussions. Educate family members on AT usage and conduct trials in various settings with input from all involved parties. Provide physical spaces for AT users to share expertise and equipment. Provide accessible support and normalise AT use. Encourage non-judgmental responses to other AT users. Actively seek feedback from clients/users and their families. Evaluate user experiences and measure outcomes with users. Allocate sufficient time and funding for OTs to assess and follow up properly with clients/users.
