Educational professionals' understanding of childhood traumatic brain injury.
Brain Inj
; 27(1): 92-102, 2013.
Article
en En
| MEDLINE
| ID: mdl-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). RESEARCHDESIGN:
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 ANDRESULTS:
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.
Texto completo:
1
Banco de datos:
MEDLINE
Asunto principal:
Lesiones Encefálicas
/
Trastornos del Conocimiento
/
Docentes
Tipo de estudio:
Etiology_studies
/
Observational_studies
/
Prevalence_studies
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Qualitative_research
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Risk_factors_studies
Límite:
Adolescent
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Child
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Child, preschool
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Female
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Humans
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Male
País como asunto:
Europa
Idioma:
En
Año:
2013
Tipo del documento:
Article