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The student journey: living and learning following traumatic brain injury

journal contribution
posted on 11.08.2021, 04:39 by Margaret MealingsMargaret Mealings, Jacinta DouglasJacinta Douglas, J Olver
Primary objective: In this research we set out to gain further understanding of the experiences of students participating in secondary and tertiary education following TBI: exploring academic and non-academic factors, as well as changes in experiences over time. Methods and procedures: A longitudinal, qualitative investigation was completed. 12 students (17–32 years) completed up to three in-depth interviews over a period of 4–15 months, capturing atotal of 30 time points. Data were analyzed using grounded theory methods. Main outcomes and results: Students’ participation experiences were unique and varied with different timelines and outcomes, however they shared many similar critical points. We interpreted their experiences as a student journey traveling through four significant landscapes, “Choosing to study”, “Studying”, “Deciding what to do”, “Making the next step.” Journeys involved complex processes of living and learning. Moving along the pathway was not always smooth or straightforward. Conclusions: Students’ experiences of returning to study following TBI can be interpreted as a complex journey of living and learning. Four important stages of the journey provide clinicians and educators with landscape features that can provide a structure for exploring supports to address both academic and non-academic factors to assist students in their study journey.

Funding

This research was supported by scholarships awarded to the first author by Epworth Healthcare and Victorian Brain Injury Recovery Association/East Kew Branch of the Community Bendigo Bank Research Scholarship.

History

Publication Date

06/01/2021

Journal

Brain Injury

Volume

35

Issue

3

Pagination

(p. 315-334)

Publisher

Taylor and Francis

ISSN

0269-9052

Rights Statement

The Author reserves all moral rights over the deposited text and must be credited if any re-use occurs. Documents deposited in OPAL are the Open Access versions of outputs published elsewhere. Changes resulting from the publishing process may therefore not be reflected in this document. The final published version may be obtained via the publisher’s DOI. Please note that additional copyright and access restrictions may apply to the published version.

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