Community‐Engaged Approach to the Development and Implementation of a Student‐Centered Return to Learn Care Plan After Concussion. (21st September 2020)

• Record Type: Journal Article
• Authors: 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
• Is Part Of: Journal of school health. Volume 90:Number 11(2020)
• Page Start: 842
• Page End: 848
• Publication Date: 2020-09-21
• Subjects: return to learn -- concussion -- school nurses -- school health services -- child and adolescent health; School health services -- Periodicals; School children -- Health and hygiene -- Periodicals; Health education -- Periodicals; School Health Services -- Periodicals; Health Education -- Periodicals; 371.71
• DOI: 10.1111/josh.12948
• Languages: English
• ISSNs: 0022-4391

Abstract

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.