Welch Bacon Cailee E, Erickson Casey D, Kay Melissa C, Weber Michelle L, Valovich McLeod Tamara C
a Athletic Training Programs , A.T. Still University , Mesa , Arizona , USA.
b School of Osteopathic Medicine in Arizona , A.T. Still University , Mesa , Arizona , USA.
J Interprof Care. 2017 Nov;31(6):725-733. doi: 10.1080/13561820.2017.1345873. Epub 2017 Sep 6.
Following a concussion, both cognitive and physical rest are imperative aspects of injury management. The inclusion of academic adjustments and the formation of an interprofessional concussion management team (ICMT) provide a mechanism to manage academic issues following a concussion. As one of the sole healthcare providers presents during school hours, the school nurse may offer unique insight regarding the infrastructure of an ICMT in the secondary school setting. The purpose of this study was to explore school nurses' perceptions of and experiences with an ICMT for adolescents following a concussion in the secondary school setting. The consensual qualitative research approach was used to guide this study. Semi-structured individual telephone interviews were conducted with 15 school nurses employed in the secondary school setting across the United States. During data analysis, themes and categories were established based on a consensus process by the research team. Study findings indicated that school nurses identified several stakeholders regarding the concussion management team that are essential to include in the concussion management process. In addition to the school nurse, participants perceived an ICMT should include a physician, athletic trainer, school counsellor, teachers, and other stakeholders such as the patient and their parents. Additionally, participants discussed their perceptions of their own role as a member of an ICMT in the secondary school setting. The inclusion of an ICMT to aid the recovery following a concussion is vital to ensure proper care for the adolescent patient. Furthermore, the school nurse and athletic trainer must effectively collaborate, when possible, to ensure that concussed adolescents are allowed sufficient cognitive rest via the incorporation of academic adjustments during the recovery process.
脑震荡后，认知和身体的休息是损伤管理的重要方面。纳入学业调整措施以及组建跨专业脑震荡管理团队（ICMT）为管理脑震荡后的学业问题提供了一种机制。作为在学校上课时间在场的唯一医疗保健提供者之一，学校护士可能对中学环境下ICMT的架构提供独特见解。本研究的目的是探讨学校护士对中学环境下青少年脑震荡后ICMT的看法和经历。本研究采用了共识定性研究方法。对美国各地中学聘用的15名学校护士进行了半结构化的个人电话访谈。在数据分析过程中，研究团队根据共识过程确定了主题和类别。研究结果表明，学校护士确定了脑震荡管理团队的几个利益相关者，这些利益相关者在脑震荡管理过程中必须纳入。除了学校护士外，参与者认为ICMT应包括一名医生、运动训练师、学校辅导员、教师以及其他利益相关者，如患者及其父母。此外，参与者讨论了他们对自己在中学环境中作为ICMT成员角色的看法。纳入ICMT以帮助脑震荡后康复对于确保对青少年患者的妥善护理至关重要。此外，学校护士和运动训练师必须尽可能有效地合作，以确保通过在康复过程中纳入学业调整措施，让脑震荡的青少年获得足够的认知休息。
