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首页> 外文期刊>Global Qualitative Nursing Research >A Qualitative Synthesis of Familiesa?? and Studentsa?? Hospital-to-School Transition Experiences Following Acquired Brain Injury:
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A Qualitative Synthesis of Familiesa?? and Studentsa?? Hospital-to-School Transition Experiences Following Acquired Brain Injury:

机译：家庭的定性综合？和学生们？后天性脑损伤后医院到学校的过渡经历：

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Acquired brain injury (ABI) is one of the greatest causes of death and disability among children in Canada. Following ABI, children are required to transition back to school and adapt to the physical, cognitive, behavioral, social, and emotional demands of the school environment. We conducted a qualitative systematic review of studentsa?? and parentsa?? experiences of the transition back to school following ABI. We identified 20 articles that met our inclusion criteria. Six themes emerged: (a) lack of ABI-specific education for families and professionals, (b) communication-related factors as a facilitator and/or barrier to transition, (c) emotional focus, (d) peer relationships, (e) supports, and (f) ABI sequelae in the classroom. Studentsa?? and familiesa?? personal motivations and abilities and the support they receive in their environment affect their experiences of transitioning back to school and the disrupted occupations they face.
机译：在加拿大，后天性脑损伤（ABI）是导致儿童死亡和残疾的最大原因之一。遵循ABI之后，要求儿童过渡到学校并适应学校环境的身体，认知，行为，社交和情感要求。我们对学生进行了定性的系统评价？和父母吗？ ABI之后过渡到学校的经历。我们确定了20篇符合纳入标准的文章。出现了六个主题：（a）缺乏对家庭和专业人员的ABI专门教育;（b）与沟通有关的因素作为促进和/或过渡的障碍;（c）情感集中;（d）同伴关系;（e）支持，以及（f）教室中的ABI后遗症。学生们？和家人个人的动机和能力以及他们在环境中获得的支持会影响他们重返学校的经历以及他们面临的职业中断。

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