Citation

Linden MA, Braiden HJ, Miller S. Brain Inj. 2013; 27(1): 92-102.

Affiliation

School of Nursing & Midwifery, The Queen's University of Belfast , Belfast , UK.

Copyright

(Copyright © 2013, Informa - Taylor and Francis Group)

DOI

10.3109/02699052.2012.722262

PMID

23252440

Abstract

Primary objectives: To determine the understanding of educational professionals around the topic of childhood brain injury and explore the factor structure of the Common Misconceptions about Traumatic Brain Injury Questionnaire (CM-TBI). Research design: Cross-sectional postal survey. Methods and procedures: The CM-TBI was posted to all educational establishments in one region of the UK. One representative from each school was asked to complete and return the questionnaire (n = 388). Main outcomes and results: Differences were demonstrated between those participants who knew someone with a brain injury and those who did not, with a similar pattern being shown for those educators who had taught a child with brain injury. Participants who had taught a child with brain injury demonstrated greater knowledge in areas such as seatbelts/prevention, brain damage, brain injury sequelae, amnesia, recovery and rehabilitation. Principal components analysis suggested the existence of four factors and the discarding of half the original items of the questionnaire. Conclusions: In the first European study to explore this issue, it is highlighted that teachers are ill-prepared to cope with children who have sustained a brain injury. Given the importance of a supportive school environment in return to life following hospitalization, the lack of understanding demonstrated by teachers in this research may significantly impact on a successful return to school.

Language: en