Return to Learn ECHO: Telementoring for School Personnel to Help Children Return to School and Learning after Mild Traumatic Brain Injury

Autor/inn/en	McAvoy, Karen; Halstead, Mark; Radecki, Linda; Shah, Amy; Emanuel, Anjie; Domain, Stephanie; Daugherty, Jill; Waltzman, Dana
Titel	Return to Learn ECHO: Telementoring for School Personnel to Help Children Return to School and Learning after Mild Traumatic Brain Injury
Quelle	In: Journal of School Health, 92 (2022) 12, S.1194-1201 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McAvoy, Karen) ORCID (Daugherty, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13221
Schlagwörter	School Personnel; Mentors; Computer Mediated Communication; Head Injuries; Neurological Impairments; Reentry Students; Transitional Programs; Program Evaluation; Knowledge Level; Self Efficacy; Program Effectiveness + Suchen Sie Ihr Suchwort? Schulpersonal; Computerkonferenz; Kopfverletzung; Neurodegenerative Erkrankung; Zweiter Bildungsweg; Programme evaluation; Programmevaluation; Wissensbasis; Self-efficacy; Selbstwirksamkeit
Abstract	Background: Return to learn (RTL) after mild traumatic brain injury (mTBI) presents unique challenges for school professionals. A multidisciplinary team approach is necessary yet training school professionals is logistically difficult. This paper describes an innovative pilot RTL program and its evaluation. Methods: Utilizing the telehealth/telementoring program Project ECHO® (Extension for Community Healthcare Outcomes), this study utilized a multidisciplinary team of subject matter experts to deliver five 1-hour sessions across 5 cohorts of school-based professionals (total of 133 participants). The evaluation used a mixed-methods approach of post-session and post-program participant surveys and post-program participant focus groups. Results: Participants who completed a post-program survey reported statistically significant improvements in essential aspects of RTL knowledge and self-efficacy. This included improvements in how to manage a student with an mTBI (44.8% to 86.9%), benefits of early return to school for students following mTBI (31.8% to 86.9%), and the importance of written RTL policies/procedures (55.1% to 97.1%). Conclusions: This study demonstrates that RTL training via a telementoring approach may be a positive and effective way to train school-based professionals and improve knowledge and self-efficacy, especially when attending face-to-face trainings are difficult. This model has the potential to produce programmatic and systematic improvements for RTL education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01