Understanding the parent-provider communication dyad at Ivy Rehab for Kids, 2024

Item — Call Number: MU Thesis Axm

Identifier: b7931992

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Occupational Therapy program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Occupational Therapy degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2024

Creator

Axmann, Morgan K. (Morgan Kenzie) (1997- ) (Author, Person)
Garcia, Andrea (Thesis advisor, Person)
Halliwell, Nicole (1987- ) (Thesis advisor, Person)
Patro, John (1985- ) (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 65 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Importance: This project aimed to illuminate the experience of the parent-provider communication dyad whose children receive services at a local pediatric outpatient provider through interviews with current family members/caregivers.

Objective: To assess the effectiveness of parent-provider communication, the research question was, What is the experience of the parent-provider communication dyad whose children receive services at a local pediatric outpatient facility?

Design: This project was a qualitative exploration of the experience of the parent-provider communication dyad. Sampling methods explored shared experiences of participants including convenience and criterion sampling due to the availability of participants within the location. To ensure interview measures validity and reliability, the interview process and protocol have undergone pilot testing.

Setting: The study took place at a local pediatric outpatient facility that provides occupational therapy, physical therapy, and speech-language pathology to clients ages 0-21 years old.

Participants: This study targeted family members of children in outpatient pediatric therapy. Recruitment took place at the facility during weekdays via flyers and word-of-mouth. Inclusion criteria was caregivers/family members of a child who received rehabilitative services for at least one month at the facility and who has a child diagnosed with a cognitive, motor, behavioral, or speech delay who speaks and reads in English.

Outcomes and Measures: Caregivers' communication experiences with providers were explored through interpretive coding, revealing four themes: parent-provider relationship, connection, understanding, and learning and carryover.

Keywords: parent-provider communication, experiences, communication, parent-delivered interventions, family-centered approaches, pediatric rehabilitation services, phenomenological interpretive analysis.