Community-Engaged Approach to the Development and Implementation of a Student-Centered Return to Learn Care Plan after Concussion

Autor/inn/en	Conrick, Kelsey McGuire; Moore, Megan; Abbotts, Laurel; Widdice, Laura; Hoag, Samara; Kroshus, Emily; Philipson, Erik Bruce; Jinguji, Thomas; Weiner, Bryan Jeffrey; Glang, Ann; Rivara, Frederick Peter; Chrisman, Sara Powell Dow; Dickason, Celeste Quitiquit; Vavilala, Monica Shanta
Titel	Community-Engaged Approach to the Development and Implementation of a Student-Centered Return to Learn Care Plan after Concussion
Quelle	In: Journal of School Health, 90 (2020) 11, S.842-848 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conrick, Kelsey McGuire) ORCID (Kroshus, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12948
Schlagwörter	Head Injuries; Brain; Special Needs Students; Student Needs; Reentry Students; Program Effectiveness; Teamwork; Fidelity; Program Implementation; Planning; Public Schools; High Schools; Instructional Materials; Symptoms (Individual Disorders); Check Lists; Guidelines; Student Adjustment + Suchen Sie Ihr Suchwort? Kopfverletzung; Gehirn; Sonderpädagogischer Förderbedarf; Zweiter Bildungsweg; Ablaufplanung; Planungsprozess; Public school; Öffentliche Schule; High school; Oberschule; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Psychiatrische Symptomatik; Checkliste; Richtlinien; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01