Date of Graduation

12-2021

Document Type

Thesis

Degree Name

Bachelor of Science

Degree Level

Undergraduate

Department

Health, Human Performance and Recreation

Advisor/Mentor

Elbin, Robert J.

Committee Member/Reader

Carpenter Schmitt, Abiga

Committee Member/Second Reader

Stephenson, Katie

Abstract

Concussion is a prevalent healthcare issue in the US, with approximately 1.6-3.8 million sports and recreation-related concussions each year in all ages. A concussion can be defined as a traumatic brain injury caused by biomechanical forces. When an athlete sustains a concussion, a physiologic cascade of events occurs. The most common signs and symptoms of a concussion include: loss of balance, disorientation, headache and confusion. Concussion assessments are important in order to determine the presence of an impairment and there are a multitude of tests that clinicians can use in order to isolate each type of damage. Studies have shown that behavioral regulation and active treatment are key components to a fast and successful recovery from a concussion.

Data regarding patient education in specialty clinics, such as those focused on concussion, is limited. This is a concern due to the need for education both prior to the injury and after the concussion is diagnosed. Health education, also known as patient education, refers to the process of providing information to individuals and allowing them to make knowledgeable decisions regarding their healthcare. In order to maximize the effectiveness of health education, professionals should be aware that the delivery of the information should be tailored to the learning preferences of each individual patient. Finding ways to overcome the disconnect in knowledge transfer between healthcare professionals and patients is essential for better treatment outcomes. Since limited time with the provider is shown to be the most significant barrier to quality patient education, utilizing time spent in the waiting room is essential to overcome this.

Keywords

Concussion; Education; Waiting Room; Brain injury; Learning styles; Public health

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