Document Type
Article
Publication Date
3-1-2022
Publication Source
Journal of School Health
Abstract
BACKGROUND: Chronic and complex medical issues, including traumatic brain injuries (TBIs), have significant educational implications. The purpose of this study was to identify and summarize the literature on care coordination strategies among health care professionals, educators, and caregivers for children with special health care needs (CSHCN). Clarifying factors that influence care coordination for CSHCN can inform future studies on care coordination for students with TBI. Improved understanding of these factors may lead to better communication, reduction of unmet needs, more efficient service access, and improved long-term outcomes for children.
METHODS A scoping review was conducted, guided by PRISMA-ScR methodology. Five databases (CINAHL, PSYCINFO, EMBASE, ERIC, PubMed) were searched to identify relevant studies that focused on care coordination and educational settings.
RESULTS Twelve articles met inclusion criteria. Care coordination interventions for CSHCN used in educational settings focused on relationship-building strategies, clear procedures and roles, and education of members of the school community.
CONCLUSIONS Findings highlight strategies to coordinate care for CSHCN and factors that may moderate effects of these interventions. Key stakeholders should now study these strategies specifically in children with TBI.
Inclusive pages
270-281
ISBN/ISSN
0022-4391
Document Version
Postprint
Publisher
John Wiley & Sons
Volume
92
Issue
3
Peer Reviewed
yes
Keywords
traumatic brain injury; chronic illness; complex medical condition; scoping review; care coordination
Sponsoring Agency
University of Texas Medical Branch
eCommons Citation
Davies, Susan C.; Lundine, Jennifer P.; and Justice, Ann F., "Care Coordination for Children with Special Health Care Needs: A Scoping Review to Inform Strategies for Students with Traumatic Brain Injuries" (2022). Counselor Education and Human Services Faculty Publications. 99.
https://ecommons.udayton.edu/edc_fac_pub/99
Included in
Counselor Education Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Psychology Commons, Higher Education Commons
Comments
The document available for download is the authors' accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file.
DOI: https://doi.org/10.1111/josh.13132