ABSTRACT

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.

摘要

主要目标：在这项研究中，我们着手进一步了解TBI之后参加中学和高等教育的学生的经历：探索学术和非学术因素，以及随着时间的推移经历的变化。

方法和步骤：完成了纵向定性研究。12名学生（17至32岁）在4至15个月的时间内完成了多达3次深度访谈，共计30个时间点。使用扎根理论方法分析数据。

主要成果和结果：学生的参与经历是独特的，并且随时间和成果的不同而变化，但是他们有许多相似的关键点。我们将他们的经历解释为穿越四个重要景观的学生之旅，即“选择学习”，“学习”，“决定做什么”，“下一步”。旅程涉及复杂的生活和学习过程。沿着这条路前进并不总是那么顺利或直截了当。

结论：学生在TBI之后重返学习的经历可以解释为生活和学习的复杂旅程。旅程的四个重要阶段为临床医生和教育工作者提供了景观特征，可以为寻求支持以解决学术和非学术因素提供结构，以帮助学生进行学习。