Palko, Andrew
(2019)
The Relationship between Previous Concussion Experiences and Undergraduate Faculty’s Knowledge, Confidence, and Perceptions of Concussions and Concussion Management Strategies for Student-Athletes.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Due to the complexity and unpredictability of a concussive injury, it is difficult to formulate and provide appropriate individualized care for concussed student-athletes. Therefore, faculty in higher education play an important collaborative role in supporting student-athletes’ academic recovery following a concussion. This area of concussion management is vital considering that resulting cognitive impairments from a concussion can be exacerbated by sustained academic course expectations. This study investigated the relationship between previous concussion experiences and faculty concussion knowledge, confidence in their knowledge, and the awareness and perceptions of concussion management strategies for student-athletes. An email was sent to 154 undergraduate faculty members at an NCAA Division III institution of higher education located in southwestern Pennsylvania requesting participation in a web-based survey. A total of 64 surveys were completed in their entirety (43.5% completion rate) and were used for analysis. Overall, faculty members who (1) participated in formal education, (2) encountered a concussed student-athlete who experienced a decline in academic performance after a concussion, (3) personally sustained a concussion, or (4) had an immediate family member afflicted with the injury portrayed greater concussion knowledge, confidence in their knowledge, and placed higher importance on appropriate managed care. However, regardless of the nature of previous experiences, they did not appear to affect faculty’s disposition or awareness of concussion management policies or concussion management teams to help guide proper cognitive management of concussed student-athletes. Professional development is recommended for faculty in higher education to provide them with practical and timely resources to enhance their overall knowledge and support in an effort to optimize recovery for concussed student-athletes.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
30 July 2019 |
| Date Type: |
Publication |
| Defense Date: |
5 June 2019 |
| Approval Date: |
30 July 2019 |
| Submission Date: |
24 July 2019 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
102 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Health and Physical Activity |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Cognitive Disability, Concussion, Faculty, Higher Education, Return-to-Learn, Student-Athlete |
| Date Deposited: |
30 Jul 2019 14:44 |
| Last Modified: |
30 Jul 2019 14:44 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/37187 |
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