Gomez Doug, Slocumb Jody, McCart Melissa, Gioia Gerard A, Unruh Deanne, Haarbauer-Krupa Julie, Glang Ann
Department of Psychology, University of Oregon, Eugene, Oregon, USA.
Center for Brain Injury Research and Training, University of Oregon, Eugene, Oregon, USA.
J Sch Health. 2025 Jun;95(6):433-440. doi: 10.1111/josh.70010. Epub 2025 Apr 21.
Healthcare providers play a critical role in the return to school (RTS) process after a child sustains a mild traumatic brain injury (mTBI). The purpose of this study was to examine healthcare providers' perspectives on effective communication with school personnel and gaps within those practices, using a qualitative approach.
Twelve community-based healthcare providers in suburban Oregon and Ohio completed semi-structured interviews between February 2021 and July 2021 via Zoom. Data were analyzed using thematic analysis.
Primary themes centered on how breakdowns in communication between healthcare and education systems occur easily without formalized systems, and how formalized systems of care are beneficial.
Children with mTBI benefit when there is (1) a consistent communication system between school-based staff, caregivers, and healthcare providers and (2) a clear point person in the school system.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Schools should create intentional and formalized communication pathways with healthcare providers as an effective approach to meeting the needs of students and their families.
在儿童遭受轻度创伤性脑损伤（mTBI）后，医疗保健提供者在其返校（RTS）过程中发挥着关键作用。本研究的目的是采用定性方法，探讨医疗保健提供者对与学校工作人员进行有效沟通以及这些做法中存在的差距的看法。
2021年2月至2021年7月期间，俄勒冈州和俄亥俄州郊区的12名社区医疗保健提供者通过Zoom完成了半结构化访谈。使用主题分析法对数据进行分析。
主要主题集中在医疗保健系统与教育系统之间如何在没有正式系统的情况下容易出现沟通障碍，以及正式的护理系统如何有益。
当（1）校内工作人员、照顾者和医疗保健提供者之间存在一致的沟通系统，以及（2）学校系统中有明确的负责人时，患有mTBI的儿童会受益。
对学校健康政策、实践和公平性的启示：学校应与医疗保健提供者建立有意的、正式的沟通渠道，作为满足学生及其家庭需求的有效方法。
