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Community‐Engaged Approach to the Development and Implementation of a Student‐Centered Return to Learn Care Plan After Concussion
Author(s) -
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
Publication year - 2020
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.12948
Subject(s) - checklist , fidelity , medical education , concussion , action plan , plan (archaeology) , best practice , psychology , medicine , nursing , poison control , injury prevention , computer science , medical emergency , telecommunications , ecology , history , management , archaeology , economics , cognitive psychology , biology
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.