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Published on: December 8, 2014
Considerations for Implementing the Post-Concussion Collegiate Return-to-Learn Protocol in the National Collegiate
Allyssa K Memmini1, Dominique L Kinnett-Hopkins, Rebecca E Hasson
1Department of Health, Exercise and Sports Sciences, University of New Mexico, Albuquerque, New Mexico (Dr Memmini); Concussion Center, University of Michigan, Ann Arbor (Drs Memmini, Kinnett-Hopkins, Hasson, and Broglio); and School of Kinesiology, University of Michigan, Ann Arbor, and University of Michigan Athletics, Michigan Medicine, Ann Arbor (Dr Rifat).
Athletic trainers and university staff find the Post-Concussion Collegiate Return-to-Learn (RTL) Protocol acceptable and feasible. However, barriers may impact its implementation in higher education settings.
Area of Science:
- Sports Medicine
- Higher Education Administration
- Implementation Science
Background:
- Millions of young adults sustain concussions annually, necessitating effective academic support.
- Current research lacks assessment of factors influencing post-concussion academic support implementation in higher education.
- The Post-Concussion Collegiate Return-to-Learn (RTL) Protocol aims to address this gap.
Purpose of the Study:
- To evaluate preimplementation outcomes of the acceptability, feasibility, appropriateness, and readiness for change of the RTL Protocol.
- To compare these outcomes between athletic trainers (ATs) and university faculty/staff.
- To identify potential barriers to protocol implementation.
Main Methods:
- A cross-sectional online survey was administered to 49 stakeholders (25 ATs, 24 faculty/staff) from NCAA Power 5 Conferences.
- Validated measures including AIM, FIM, IAM, and ORIC were used to assess perceptions of the RTL Protocol.
- Mann-Whitney U tests were employed for statistical comparisons between groups.
Main Results:
- No significant differences were found between ATs and faculty/staff regarding the protocol's acceptability, feasibility, and appropriateness.
- ATs reported higher motivation and commitment to implement the protocol.
- ATs indicated greater institutional confidence in managing implementation challenges.
Conclusions:
- The RTL Protocol is perceived as acceptable, feasible, and appropriate by university stakeholders.
- Internal and external barriers may hinder the protocol's successful adoption.
- Further research using implementation frameworks is recommended to support protocol uptake.
