Walking aid training as a clinical competence in Canadian entry-to-practice professional academic programs

Abstract

Purpose

Multiple healthcare professionals fit walking aids (WA) and train individuals on their use. The purpose of this investigation was to describe curricula on WA fitting and training in Canadian entry-to-practice professional programs.

Materials and methods

An online survey was administered to leads from all accredited programs (n = 199). Seventeen questions asked about the importance of WA education, instructional methods and time dedicated to WA fitting and skills training, and how the pandemic had affected WA curriculum delivery.

Results

Responses were received from 97 programs. While most occupational therapy (OT, 8/15), physiatry (PM&R, 5/9), and physical therapy (PT, 12/19) trainees received more than 3 h of instruction on WA fitting, most nursing (29/40) and pharmacy (7/8) programs spent less than 3 h on this topic. Most OT (9/15) and PT (15/19) programs spent more than 3 h on WA skills training whereas most nursing (25/40), pharmacy (4/8), and PM&R (5/9) programs spent less than 3 h on this subject. Across all programs, 52% educated students on adapting activities of daily living for WA while 18% provided education on WA maintenance and repair. Only 19/89 programs consulted a formal WA skills training resource for curriculum development. Seventeen of 55 programs modified their WA curricula due to the pandemic.

Conclusions

There is a wide range in curricular approaches to WA education in Canadian professional programs. This highlights the need for a standardised WA education program to guide curricular development to ultimately improve safe WA use for clients with short- and long-term mobility impairments.

IMPLICATIONS FOR REHABILITATION

• Curricula on walking aids is extremely variable within and between programs.

• Navigating terrains, adapting activities of daily living, and maintenance are poorly taught.

• There is a need for a national standardized curriculum on walking aids.

• This curriculum should be modular and designed for practitioners, students, and patients.

Keywords:

• Curriculum
• walker
• cane
• skills training
• fitting
• rehabilitation

Geolocation information

• University of Calgary (51°4’39” N, 114°7’59” W).

• Université Laval (46°46’45”N, 71°16’11” W).

• University of British Columbia (49°15’48” N, 123°15’6” W).

• University of Alberta (53°31’35”, 113°31’32” W).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This investigation was supported by the University of Calgary Department of Clinical Neurosciences, the University of Calgary O’Brien Summer Studentship Award, and the Doctoral Training Bursary provided by Fonds de recherche du Québec – Santé. These funders supported the cost of the research survey software and the stipends for the research trainees involved in the project. Drs. Best and Routhier received salary support from Québec Health Research Funds. The funders played no role in the design, conduct, or reporting of this study.