Designing, Implementing and Evaluating a Framework for Managing Concussions in New Zealand Secondary Schools: A Study Protocol

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aut.relation.endpageS9
aut.relation.issue3
aut.relation.journalNew Zealand Journal of Physiotherapy
aut.relation.startpageS1
aut.relation.volume51
dc.contributor.authorSalmon, Danielle
dc.contributor.authorBadenhorst, Marelise
dc.contributor.authorKeung, Sierra
dc.contributor.authorLucas, Patricia
dc.contributor.authorMossman, Kate
dc.contributor.authorWalters, Simon
dc.contributor.authorSole, Gisela
dc.date.accessioned2024-01-31T00:08:30Z
dc.date.available2024-01-31T00:08:30Z
dc.date.issued2023-11-28
dc.description.abstractAdolescent concussions can potentially lead to cognitive and behavioural changes, affecting concentration and performance at school and in other activities. Although the Ministry of Education provides web-based guidelines for post-concussion student support, the implementation of these in the school setting is limited. Due to the complex school environment, a pragmatic methodology is needed to co-design implementation with relevant community stakeholders. We outline the protocol for designing and implementing a FRAmework for maNaging Concussions in New Zealand Secondary Schools (FRANCS) to support safe return to learn and activity for students. The framework draft was co-designed by school stakeholders and will be refined at organisational levels. We describe the theoretical underpinnings that informed the study design and outline the project phases. We use a systems thinking approach, Community Based Participatory Action Research, and Appreciative Inquiry approaches to co develop FRANCS with community, policy, and professional stakeholders. The implementation and evaluation phases of FRANCS is guided by Step 5 of the Intervention Mapping protocol, Implementation outcomes, and Realist process evaluation. FRANCS will be adaptable to the context of individual secondary schools in Aotearoa New Zealand, ensuring that return-to-learning and -activity guides are implemented to support students who have sustained a concussion.
dc.identifier.citationNew Zealand Journal of Physiotherapy, ISSN: 0303-7193 (Print); 2230-4886 (Online), Physiotherapy New Zealand, 51(3), S1-S9. doi: 10.15619/nzjp.v51i3.276
dc.identifier.doi10.15619/nzjp.v51i3.276
dc.identifier.issn0303-7193
dc.identifier.issn2230-4886
dc.identifier.urihttp://hdl.handle.net/10292/17161
dc.publisherPhysiotherapy New Zealand
dc.relation.urihttps://nzjp.org.nz/nzjp/article/view/276
dc.rightsThe New Zealand Journal of Physiotherapy is registered on Scopus, and since 2012, has offered Open Access publication of all content. Present and future journal articles are freely accessible as well as past journals that have been published from 2012 onwards. There are no author fees for publication.
dc.rights.accessrightsOpenAccess
dc.subject4203 Health Services and Systems
dc.subject4206 Public Health
dc.subject42 Health Sciences
dc.subject4 Quality Education
dc.subject1103 Clinical Sciences
dc.subject4201 Allied health and rehabilitation science
dc.titleDesigning, Implementing and Evaluating a Framework for Managing Concussions in New Zealand Secondary Schools: A Study Protocol
dc.typeJournal Article
pubs.elements-id530842
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