Do supports and barriers to routine clinical assessment for children with cerebral palsy change over time? A mixed methods study

Abstract

Purpose: To understand how healthcare professionals’ perceptions of supports and barriers to routine clinical assessment, for children aged 3–18 years with cerebral palsy, evolved in the presence of a knowledge translation intervention. Methods: A prospective longitudinal mixed-methods study was completed. The intervention comprised knowledge brokers, an e-evidence library, locally provided education and embedding routine clinical assessment in practice. Healthcare professionals from five disability services completed the Supports and Barriers Questionnaire and focus groups at baseline, 6, 12 and 24 months. Quantitative data were analysed descriptively and qualitative data using longitudinal..