Management of return to school following brain injury: An evaluation model

Anderson, Daniel; Gau, Jeff M.; Beck, Laura; Unruh, Deanne; Gioia, Gérard A.; McCart, Melissa; Davies, Susan C.; Slocumb, Jody; Gomez, Doug; Glang, Ann

doi:10.1016/j.ijer.2021.101773

Cited by 10 publications

(6 citation statements)

References 61 publications

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“…This may also explain the discomfort team leads and PU representatives reported due to the multiple roles they have to assume. Additionally, our framework of responsibilities (table 3) suggests that currently, management of concussion recovery rests on the shoulders of the coach and team lead/physiotherapist, with potentially greater opportunities for schools, clubs and parents to have more involvement in the player’s recovery process 28…”

Section: Discussionmentioning

confidence: 99%

Quest for clarity: investigating concussion-related responsibilities across the New Zealand Rugby Community System

Salmon,

Chua,

Brown

et al. 2023

BMJ Open Sport Exerc Med

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There is a growing concern around concussions in rugby union, at all levels of the game. These concerns highlight the need to better manage and care for players. However, consistency around concussion-related responsibilities of stakeholders across the community rugby system remains challenging. Taking a systems thinking approach, this pragmatic, qualitative descriptive study explored key stakeholder groups within New Zealand’s community rugby system’s perceptions of their own and others’ concussion-related responsibilities. Participants included players from schools and clubs, coaches, parents, team leads and representatives from four provincial unions. A total of 155 participants (67 females and 88 males) were included in the study. Focus groups and individual interviews were conducted. Thematic content analysis was used to analyse data. Thirty concussion-related responsibilities were identified. These responsibilities were contained within four themes: (1) policies and support (responsibilities which influence policy, infrastructure, human or financial resources); (2) rugby culture and general management (responsibilities impacting players’ welfare and safety, attitudes and behaviour, including education, injury reporting and communication); (3) individual capabilities (responsibilities demonstrating knowledge and confidence managing concussion, leadership or role/task shifting) and (4) intervention following a suspected concussion (immediate responsibilities as a consequence of a suspected concussion). The need for role clarity was a prominent finding across themes. Additionally, injury management initiatives should prioritise communication between stakeholders and consider task-shifting opportunities for stakeholders with multiple responsibilities. How concussions will realistically be managed in a real-world sports setting and by whom needs to be clearly defined and accepted by each stakeholder group. A ‘framework of responsibilities’ may act as a starting point for discussion within different individual community rugby contexts on how these responsibilities translate to their context and how these responsibilities can be approached and assigned among available stakeholders.

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Section: Discussionmentioning

confidence: 99%

Quest for clarity: investigating concussion-related responsibilities across the New Zealand Rugby Community System

Salmon,

Chua,

Brown

et al. 2023

BMJ Open Sport Exerc Med

View full text Add to dashboard Cite

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“…Although the Ministry of Education provides web-based information about concussion (Te Tāhuhu o te Mātauranga -Ministry of Education, 2019), there appears to be little awareness of these guidelines, and minimal implementation in schools. Several authors have emphasised the need for research to guide implementation of academic support or return-tolearn strategies for youth with concussion (Anderson et al, 2021;Gioia et al, 2016;Sarmiento et al, 2023). The aim of our project is to develop such guidelines through FRANCS, ensuring they have the flexibility to be adapted to each school's local context.…”

Section: Discussionmentioning

confidence: 99%

“…Such symptoms can lead to ongoing fatigue, influence emotions, and reduce concentration, school and sport participation, and performance, and overall quality of life (Valovich McLeod, Wagner et al, 2017;Wan & Nasr, 2021). Early, appropriate care and staged return to learning and activity is critical for recovery following a concussion (Anderson et al, 2021;Davis et al, 2017;Kontos et al, 2020). However, teachers and school administrators often feel ill-equipped to implement return-tolearn protocols (Romm et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Designing, implementing and evaluating a framework for managing concussions in New Zealand secondary schools: A study protocol

Salmon,

Badenhorst,

Keung

et al. 2023

NZJP

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Adolescent concussions can potentially lead to cognitive and behavioural changes, affecting concentration and performance at school and in other activities. Although the Ministry of Education provides web-based guidelines for post-concussion student support, the implementation of these in the school setting is limited. Due to the complex school environment, a pragmatic methodology is needed to co-design implementation with relevant community stakeholders. We outline the protocol for designing and implementing a FRAmework for maNaging Concussions in New Zealand Secondary Schools (FRANCS) to support safe return to learn and activity for students. The framework draft was co-designed by school stakeholders and will be refined at organisational levels. We describe the theoretical underpinnings that informed the study design and outline the project phases. We use a systems thinking approach, Community Based Participatory Action Research, and Appreciative Inquiry approaches to co develop FRANCS with community, policy, and professional stakeholders. The implementation and evaluation phases of FRANCS is guided by Step 5 of the Intervention Mapping protocol, Implementation outcomes, and Realist process evaluation. FRANCS will be adaptable to the context of individual secondary schools in Aotearoa New Zealand, ensuring that return-to-learning and -activity guides are implemented to support students who have sustained a concussion.

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“…Several comprehensive training models currently in use, such as Oregon TBI Teams (Glang et al, 2010) and Brain-Steps (Brain Injury Association of Pennsylvania Inc., n.d.), incorporate features of effective professional development for educators. Both of those models focus on improving school outcomes for students with brain injury through educator professional development, consultation, and the improved use of evidence-based practices, and both programs have been evaluated using student academic, health, and social outcomes as criteria for success (Anderson et al, 2021;Ciccia, 2019).…”

Section: Implications For Practicementioning

confidence: 99%

School experiences following traumatic brain injury: A longitudinal qualitative study

McCart

Todis

Gomez

et al. 2023

NRE

Self Cite

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BACKGROUND: This longitudinal qualitative study tracked students with traumatic brain injury (TBI) from hospital discharge through their return to school and then for an average of four years of school. OBJECTIVE: To better understand the experiences of students and parents in the education system following TBI. METHODS: Participants were parents and educators of 21 students with TBI. Interviews were conducted using open-ended questions and students were observed in the classroom. RESULTS: From these data, three themes were identified: lack of student tracking year to year, lack of educator training, and conflicting views between educators and parents about students’ needs. These factors ultimately led to parent frustration and eventually conflict and deteriorating relationships between parents and educators. CONCLUSION: The results suggest that improving educator training could positively affect the factors identified and possibly mitigate parent frustration.

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Management of return to school following brain injury: An evaluation model

Cited by 10 publications

References 61 publications

Quest for clarity: investigating concussion-related responsibilities across the New Zealand Rugby Community System

Quest for clarity: investigating concussion-related responsibilities across the New Zealand Rugby Community System

Designing, implementing and evaluating a framework for managing concussions in New Zealand secondary schools: A study protocol

School experiences following traumatic brain injury: A longitudinal qualitative study

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