Hartman Laura R, Tibbles Alana, Paniccia Alicia, Lindsay Sally
Bloovreiw Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada.
Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Ontario, Canada.
Glob Qual Nurs Res. 2015 Nov 3;2:2333393615614307. doi: 10.1177/2333393615614307. eCollection 2015 Jan-Dec.
Acquired brain injury (ABI) is one of the greatest causes of death and disability among children in Canada. Following ABI, children are required to transition back to school and adapt to the physical, cognitive, behavioral, social, and emotional demands of the school environment. We conducted a qualitative systematic review of students' and parents' experiences of the transition back to school following ABI. We identified 20 articles that met our inclusion criteria. Six themes emerged: (a) lack of ABI-specific education for families and professionals, (b) communication-related factors as a facilitator and/or barrier to transition, (c) emotional focus, (d) peer relationships, (e) supports, and (f) ABI sequelae in the classroom. Students' and families' personal motivations and abilities and the support they receive in their environment affect their experiences of transitioning back to school and the disrupted occupations they face.
获得性脑损伤（ABI）是加拿大儿童死亡和残疾的主要原因之一。脑损伤后，儿童需要重返学校，并适应学校环境在身体、认知、行为、社交和情感方面的要求。我们对学生和家长在获得性脑损伤后重返学校的经历进行了定性系统评价。我们确定了20篇符合纳入标准的文章。出现了六个主题：（a）家庭和专业人员缺乏针对获得性脑损伤的教育，（b）沟通相关因素是过渡的促进因素和/或障碍，（c）情感焦点，（d）同伴关系，（e）支持，以及（f）课堂上的获得性脑损伤后遗症。学生和家庭的个人动机和能力以及他们在所处环境中获得的支持，会影响他们重返学校的经历以及他们所面临的日常活动中断情况。
