Stakeholder perspectives on navigating the pediatric concussion experience: Exploring the needs for improved communication across the care continuum

被引:2
作者
Gomez, Douglas [1 ]
Glang, Ann [1 ]
Haarbauer-Krupa, Juliet [2 ]
Bull, Rachel [3 ]
Tucker, Paula [4 ]
Ratcliffe, Jonathan
Hall, Alex [3 ]
Gioia, Gerard A. [5 ]
Jain, Shabnam [6 ]
Sathian, Usha [7 ]
Simon, Harold K. [8 ]
Wright, David
机构
[1] Univ Oregon, Dept Psychol, Ctr Brain Injury Res & Training, Eugene, OR USA
[2] Natl Ctr Injury Prevent & Control, Div Injury Prevent, Ctr Dis Control & Prevent CDC, Atlanta, GA USA
[3] Emory Univ, Dept Emergency Med, Sch Med, Atlanta, GA USA
[4] Emory Univ, Nell Hodgson Woodruff Sch Nursing, Dept Emergency Med, Sch Med, Atlanta, GA USA
[5] George Washington Univ, Natl Childrens Hosp, Div Pediat Neuropsychol, Sch Med, Washington, DC USA
[6] Emory Univ, Childrens Healthcare Atlanta, Pediat Emergency Med, Atlanta, GA USA
[7] Childrens Healthcare Atlanta, Pediat Urgent Care, Atlanta, GA USA
[8] Emory Univ, Childrens Healthcare Atlanta, Sch Med, Atlanta, GA USA
关键词
Qualitative; brain injury; school; healthcare; CHILDREN; RETURN; SUPPORT;
D O I
10.3233/NRE-220220
中图分类号
R74 [神经病学与精神病学];
学科分类号
摘要
BACKGROUND: For children, the post-concussion return to school process is a critical step towards achieving positive health outcomes. The process requires integration between healthcare professionals, parents, and school personnel. OBJECTIVE: This research team conducted focus groups with stakeholders including parents, education personnel, school nurses, external healthcare providers (nurses) and athletic trainers to identify communication patterns between healthcare providers outside of the school setting and school personnel. METHODS: Data from focus groups were analyzed using a Thematic Analysis approach. Researchers used an inductive (bottom-up) coding process to describe semantic themes and utilized a critical realist epistemology. RESULTS: We identified four key themes within focus group data: (1) lack of effective communication between hospital and outpatient healthcare providers to school personnel; (2) parents who were strong advocates had improved communication with healthcare professionals and garnered more accommodations for their children; (3) non-school professionals and families were often confused about who the point of contact was at a given school; and (4) differing experiences for athletes vs. non-athletes. CONCLUSION: This study suggests gaps in communication between healthcare and school professionals when children return to school following a concussion. Improving communication between healthcare providers and school staff will require a multi-faceted approach.
引用
收藏
页码:605 / 612
页数:8
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