@article{ref1,
title="Heads up: communication is key in school nurses' preparedness for facilitating "Return to Learn" following concussion",
journal="Clinical pediatrics",
year="2015",
author="Wing, Robyn and Amanullah, Siraj and Jacobs, Elizabeth and Clark, Melissa A. and Merritt, Chris",
volume="55",
number="3",
pages="228-235",
abstract="BACKGROUND: Recent literature advocates for a school academic team, including school nurses, to support concussed students' return to the classroom. This study aimed to assess the current understanding and practices of a sample of school nurses regarding the concept of &quot;return to learn&quot; in concussed students. <br><br>METHODS: Cross-sectional survey of New England school nurses. <br><br>RESULTS: The greatest barrier to the school nurses' functioning within the academic rehabilitation team for students with concussion was &quot;inadequate communication with the provider that diagnosed the concussion&quot; (73%). Of the 151 school nurses surveyed, 19% felt that they did not have the training necessary for this role. Other barriers included &quot;inadequate concussion training&quot; (38%) and &quot;inadequate time necessary to care for a student with concussion&quot; (30%). <br><br>CONCLUSIONS: By identifying specific gaps in knowledge and challenges at the school level, these results inform interdisciplinary medical teams about the importance of educating and facilitating effective &quot;return to learn&quot; academic plans.<p /> <p>Language: en</p>",
language="en",
issn="0009-9228",
doi="10.1177/0009922815592879",
url="http://dx.doi.org/10.1177/0009922815592879"
}