Community‐Engaged Approach to the Development and Implementation of a Student‐Centered Return to Learn Care Plan After Concussion
| العنوان: | Community‐Engaged Approach to the Development and Implementation of a Student‐Centered Return to Learn Care Plan After Concussion |
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| المؤلفون: | Erik Bruce Philipson, Frederick P. Rivara, Monica S. Vavilala, Kelsey M. Conrick, Sara Powell Dow Chrisman, Emily Kroshus, Celeste Quitiquit Dickason, Bryan J. Weiner, Samara Hoag, Ann Glang, Megan Moore, Laurel Abbotts, Thomas M. Jinguji, Laura Widdice |
| المصدر: | Journal of School Health. 90:842-848 |
| بيانات النشر: | Wiley, 2020. |
| سنة النشر: | 2020 |
| مصطلحات موضوعية: | Delegate, media_common.quotation_subject, education, Fidelity, Education, Return to School, 03 medical and health sciences, 0302 clinical medicine, Stakeholder Participation, 030225 pediatrics, Care plan, Concussion, ComputingMilieux_COMPUTERSANDEDUCATION, medicine, Humans, 030212 general & internal medicine, Students, Brain Concussion, media_common, Medical education, Teamwork, Schools, Community Participation, Public Health, Environmental and Occupational Health, medicine.disease, Checklist, Philosophy, Conceptual framework, Psychology, Coding (social sciences) |
| الوصف: | Background Current return to learn (RTL) after concussion guidelines lack specificity for individualized student care, limiting potential for adoption and implementation. We used a community-engaged research framework to develop and evaluate the implementation of a student-centered care plan that assists school personnel in facilitating RTL. Methods We used best-practice RTL guidelines and input from administrators and medical experts to iteratively develop a flexible student-centered care plan. Thirteen schools participated. Coding completion of care plans indicated feasibility and fidelity; interviews with RTL coordinators indicated acceptability. Results The care plan includes educational materials, symptom checklists, and guidelines for classroom adjustments linked to student symptoms. Care plans were initiated for 24 (70.6%) of 34 students with concussions, indicating feasibility. Fidelity was high, with the following subsections completed: Action Checklist (90%), Symptom Evaluation (91%), Temporary Adjustment Recommendations (95%). Qualitative analysis of interviews suggested care plans were acceptable and facilitate consistent communication, prioritization of individual needs of students, and increased ability to delegate tasks to other school staff. Conclusions Implementation of a student-centered, individually tailored care plan for RTL is feasible and acceptable in public high schools. Future research should examine how to expediently initiate student-centered concussion care plans after diagnosis to optimize recovery. |
| تدمد: | 1746-1561 0022-4391 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9a014a3e581c09e1375e973b72298e9d https://doi.org/10.1111/josh.12948 |
| حقوق: | CLOSED |
| رقم الأكسشن: | edsair.doi.dedup.....9a014a3e581c09e1375e973b72298e9d |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 17461561 00224391 |
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