OBJECTIVE: To identify potential misconceptions that nursing students have regarding traumatic brain injury (TBI) and recovery. DESIGN: Descriptive questionnaire. SETTING: University. MAIN MEASURE: Thirty-item questionnaire addressing knowledge about TBI and recovery. PARTICIPANTS: One hundred eight undergraduate students, 65 in the prenursing program and 43 nursing majors. RESULTS: In general, nursing students had a lower frequency of misconceptions than did university students in a prior study, and the more advanced nursing majors had a lower frequency of misconceptions than did the prenursing students. Substantial misconceptions did exist, though, especially concerning unconsciousness, amnesia, and recovery. CONCLUSIONS: Nursing students possess several misconceptions pertaining to TBI and recovery that have the potential to adversely affect assessment, treatment, and education of patients and family members. Education focusing on TBI and recovery should be included in the nursing curriculum and be a part of continuing education at the professional level.
OBJECTIVE: To identify potential misconceptions that nursing students have regarding traumatic brain injury (TBI) and recovery. DESIGN: Descriptive questionnaire. SETTING: University. MAIN MEASURE: Thirty-item questionnaire addressing knowledge about TBI and recovery. PARTICIPANTS: One hundred eight undergraduate students, 65 in the prenursing program and 43 nursing majors. RESULTS: In general, nursing students had a lower frequency of misconceptions than did university students in a prior study, and the more advanced nursing majors had a lower frequency of misconceptions than did the prenursing students. Substantial misconceptions did exist, though, especially concerning unconsciousness, amnesia, and recovery. CONCLUSIONS: Nursing students possess several misconceptions pertaining to TBI and recovery that have the potential to adversely affect assessment, treatment, and education of patients and family members. Education focusing on TBI and recovery should be included in the nursing curriculum and be a part of continuing education at the professional level.
Authors: Monique R Pappadis; Angelle M Sander; Beata Łukaszewska; Margaret A Struchen; Patrick Leung; Dennis W Smith Journal: Arch Phys Med Rehabil Date: 2016-12-19 Impact factor: 3.966