Maerlender Arthur, Lichtenstein Jonathan D, Parent-Nichols Jennifer, Higgins Kate, Reisher Peggy
University of Nebraska, Center for Brain, Biology & Behavior C 86 East Stadium, Lincoln, NE 68588-0156, USA.
Director, Pediatric Neuropsychological Services Dartmouth-Hitchcock Medical Center, Assistant Professor of Psychiatry, Geisel School of Medicine at Dartmouth HB 7750 Department of Psychiatry One Medical Center Drive Lebanon, NH 03756, USA.
Concussion. 2019 Feb 11;4(1):CNC61. doi: 10.2217/cnc-2018-0008. eCollection 2019 Aug.
This study reports on the use of ten knowledge competencies related to the behavioral management of concussion in schools. Trainings using these competencies as learning objectives were delivered to school personnel. This aims of the use of competencies in this way are to streamline the education of key stakeholders, to establish clear roles and responsibilities for constituents and equip individuals working with students following a concussion with the relevant knowledge to optimize outcomes. The majority of participants, primarily speech language pathologists working as related service providers in the schools where the trainings occurred, judged the use of the competencies to be informative and useful to their practice both immediately following the training and at a 5-month follow-up. The greatest gains in knowledge were noted by those participants self-reporting the least amount of knowledge pre-training. Participants also ranked the perceived value and relative importance of each of the ten competencies.
本研究报告了与学校脑震荡行为管理相关的十种知识能力的使用情况。以这些能力为学习目标的培训已提供给学校工作人员。以这种方式使用能力的目的是简化关键利益相关者的教育，为相关人员明确角色和责任，并使脑震荡后与学生打交道的个人具备相关知识，以优化结果。大多数参与者，主要是在进行培训的学校中担任相关服务提供者的言语语言病理学家，认为这些能力的使用在培训后立即以及在5个月的随访中对他们的实践具有信息性和实用性。自我报告培训前知识量最少的参与者知识增长最大。参与者还对十种能力各自的感知价值和相对重要性进行了排名。
