Education on the consequences of traumatic brain injury for children and adolescents with TBI and families/caregivers: a systematic scoping review

ABSTRACT

Objective(s)

To examine the breadth of education or training on the consequences of traumatic brain injury (TBI) for children and adolescents with TBI and their families/caregivers.

Methods

Systematic scoping review of literature published through July 2018 using eight databases and education, training, instruction, and pediatric search terms. Only studies including pediatric participants (age <18) with TBI or their families/caregivers were included. Six independent reviewers worked in pairs to review abstracts and full-text articles independently, and abstracted data using a REDCap database.

Results

Forty-two unique studies were included in the review. Based on TBI injury severity, 24 studies included persons with mild TBI (mTBI) and 18 studies focused on moderate/severe TBI. Six studies targeted the education or training provided to children or adolescents with TBI. TBI education was provided primarily in the emergency department or outpatient/community setting. Most studies described TBI education as the main topic of the study or intervention. Educational topics varied, such as managing TBI-related symptoms and behaviors, when to seek care, family issues, and returning to work, school, or play.

Conclusions

The results of this scoping review may guide future research and intervention development to promote the recovery of children and adolescents with TBI.

KEYWORDS:

• Family education
• patient education
• pediatric
• self-management
• traumatic brain injury

Acknowledgments

The authors acknowledge Roxann Grover O’Day, MA for developing all tables and figures for reporting, Juliet Haarbauer-Krupa, PhD, FACRM for contributing to the abstract/full-text review, and Sarah Toombs Smith, PhD, ELS for editing this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The contents of this publication were developed under grants from the National Institute on Aging [NIA grants number K01AG065492; P30AG024832; P30AG059301], the National Institutes of Health [NIH grant number K12HD0055929], the NIH-funded National Center for Advancing Translational Sciences [NIH grant number UL1TR001439], and the National Institute for Disability, Independent Living, and Rehabilitation Research [NIDILRR grants number 90DPTB0016, 90DP0012] with the Model Systems Knowledge Translation Center at the American Institutes for Research. NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). The views, opinions, and/or findings contained in this article are those of the authors and should not be construed as an official institutional position or any other federal agency, policy, or decision unless so designated by other official documentation. The contents of this publication do not necessarily represent the policy of the NIH, ACL or HHS, and you should not assume endorsement by the Federal Government.