Same Care, Different Populations

Blackwell, Laura S.; Robinson, A. F.; Proctor, Mark R.; Taylor, Alex

doi:10.1177/0883073816681351

Cited by 19 publications

(21 citation statements)

References 28 publications

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“…School nurses implemented case management action plans for students with asthma (Carpenter, Lachance, Wilkin, & Clark, 2013; Engelke, Swanson, & Guttu, 2014; Moricca et al, 2012) and diabetes (Engelke, Swanson, Guttu, Warren, & Lovern, 2011; Peery, Keehner Engelke, & Swanson, 2012). School nurses also implemented care plans for students returning to school after a concussion diagnosis (Blackwell, Robinson, Proctor, & Taylor, 2017) and emergency action plans for students with food allergies (Pulcini, Marshall, & Naveed, 2011).…”

Section: Resultsmentioning

confidence: 99%

Exploring School Nurse Interventions and Health and Education Outcomes: An Integrative Review

Best

Oppewal

Travers

2017

The Journal of School Nursing

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School nurses intervene with students, parents, and school staff to advance the health and academic success of students. We conducted an integrative literature review of published research to describe the types of school nurse interventions and health and education outcome measures and to examine how school nurse interventions were linked to student outcomes. Sixty-five studies met the inclusion criteria. We used the National Association of School Nurses' Framework for 21st Century School Nursing Practice to categorize school nurse interventions and health and education outcome measures. The majority of interventions were categorized under the care coordination principle, most commonly, motivational interviewing and counseling. In 17 studies, school nurse interventions were linked to improved student outcomes. Most studies (80%) were descriptive. To advance school nursing science, researchers can build on this foundation with more rigorous research methods to evaluate the impact of school nurse interventions and activities on student health and education outcomes.

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Section: Resultsmentioning

confidence: 99%

Exploring School Nurse Interventions and Health and Education Outcomes: An Integrative Review

Best

Oppewal

Travers

2017

The Journal of School Nursing

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“…25 In some settings, high school students reportedly receive academic accommodations for longer periods (eg, 10-14 days) than elementary school students (eg, 6-10 days) following return to school after concussion. 26 Adolescents recovering from concussion also commonly endorse concerns on return to school, such as worry about competency and efficiency. 27 As results of the present study illustrate, acute symptom burden following concussion is highly variable between student athletes, with some adolescents having minimal acute symptoms and others, unfortunately, experiencing a high degree of symptom severity, and symptom severity influences time to return to school.…”

Section: Discussionmentioning

confidence: 99%

Greater Acute Concussion Symptoms Are Associated With Longer Recovery Times in Adolescents

et al. 2022

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We examined the association between the severity of acute concussion symptoms and time to return to school and to sports in adolescent student athletes. We hypothesized that there would be an association between the severity of acute symptoms experienced in the first 72 hours and functional recovery such that adolescents with the lowest burden of acute symptoms would have the fastest return to school and sports and those with the highest burden of symptoms would have the slowest return to school and sports. This injury surveillance cohort included 375 adolescent student athletes aged 14-19 years who sustained a sport-related concussion between 2014 and 2020. Athletic trainers documented time to return to school and to sports. A greater proportion of adolescents with the highest acute symptoms remained out of school at 3 (odds ratio [OR] = 2.5, 95% confidence interval [CI] 1.5-4.4), 5 (OR = 2.4, 95% CI 1.4-4.0), 7 (OR = 2.6, 95% CI 1.5-4.3), and 10 days (OR = 2.3, 95% CI 1.3-3.9) compared to those with the lowest acute symptoms. Similarly, a greater proportion of athletes with the highest acute symptoms remained out of sports at 7 (OR = 3.5, 95% CI 1.5-8.1), 10 (OR = 3.1, 95% CI 1.8-5.6), 14 (OR = 1.8, 95% CI 1.1-3.0), and 21 days (OR = 1.9, 95% CI 1.0-3.6) compared to those with the lowest acute symptoms. This study underscores the adverse effect of high acute symptom burden following concussion on return to school and to sports among adolescent student athletes. Conversely, student athletes with a low burden of acute symptoms have a faster return to school and to sports.

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“…Schools with full-time access to school psychologists, counselors, or school nurses demonstrated increased rehabilitation referrals. 79,95,96,113 Three articles identified disability resources as a potential recommendation given to students. 8,79,113…”

Section: E119mentioning

confidence: 99%

Critical Elements of Return to Learn for Students With Concussion: A Scoping Review

Kemp

O’Brien

2021

Journal of Head Trauma Rehabilitation

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Objective: To identify critical elements of return to learn (RTL) for students with concussion and examine the state of the peer-reviewed published literature through a scoping review. Methods: Three electronic databases were systematically searched, and reference lists screened for articles addressing components of RTL protocols and accommodations for students with concussion. In total, 100 articles met inclusion criteria, including 56 empirical studies and 44 expert articles. Results: Four key components to RTL protocols were identified: RTL teams, management approaches, outcome measurement, and accommodations. Both bodies of literature agree on the importance of RTL teams, but evidence for specific monitoring tools and management approaches is less robust. Accommodations have been better addressed by experts than empirical evaluation. Empirical studies are largely cross-sectional, and many are survey based. Just 24 include student perspectives. Publication of expert literature has declined in frequency, as empirical studies have become more common. Conclusion: This scoping review describes the current landscape of RTL and provides guidance toward expanding the empirical literature to systematically determine best practices to serve students with concussion.

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Same Care, Different Populations

Cited by 19 publications

References 28 publications

Exploring School Nurse Interventions and Health and Education Outcomes: An Integrative Review

Exploring School Nurse Interventions and Health and Education Outcomes: An Integrative Review

Greater Acute Concussion Symptoms Are Associated With Longer Recovery Times in Adolescents

Critical Elements of Return to Learn for Students With Concussion: A Scoping Review

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