Abstract：
Fatigue is common following paediatric acquired brain injury (ABI) and can negatively impact quality of life. Despite this, there is limited understanding of how clinicians currently assess and manage fatigue in rehabilitation. This study explored how Australian rehabilitation clinicians recognize, assess, and manage fatigue following paediatric ABI. Using a qualitative research design, semi-structured interviews were conducted with 11 clinicians who work with children (0-18 years) with ABI in rehabilitation. Interview transcripts were analysed using constructivist grounded theory methods. Two main themes and sub-themes were developed: (1) Reaching a shared understanding: Identifying and understanding fatigue; Unpacking fatigue with children and their families; and (2) Using the shared understanding: Clinicians working collaboratively to manage fatigue; Planning for and supporting children and their family through transitions; Anticipating and problem-solving speedbumps. Participants reflected on the importance of reaching a shared understanding of fatigue within each child\'s unique context, requiring the collaborative effort of the child, family, school, and interdisciplinary rehabilitation team, to problem-solve and manage fatigue together over time. These findings provide insights into the processes of assessing and managing fatigue from rehabilitation clinicians\' perspectives and highlight the importance of a collaborative approach to support the individual needs of the child during their rehabilitation.
摘要：
疲劳在儿科获得性脑损伤（ABI）后很常见，会对生活质量产生负面影响。尽管如此,目前,临床医生对康复治疗中疲劳的评估和管理方法了解有限.这项研究探讨了澳大利亚康复临床医生如何认识，评估,并管理儿科ABI后的疲劳。使用定性研究设计，我们对11名临床医师进行了半结构化访谈,这些医师与ABI患儿(0-18岁)一起从事康复治疗.使用建构主义扎根理论方法对访谈笔录进行了分析。制定了两个主要主题和子主题：（1）达成共同的理解：识别和理解疲劳；与儿童及其家人一起打开疲劳；（2）利用共同的理解：临床医生合作管理疲劳；通过过渡计划和支持儿童及其家庭；预测和解决问题的速度颠簸。参与者反映了在每个孩子的独特背景下达成对疲劳的共同理解的重要性，需要孩子的共同努力，家庭,学校,和跨学科康复团队，随着时间的推移，一起解决问题和管理疲劳。这些发现从康复临床医生的角度提供了对评估和管理疲劳过程的见解，并强调了合作方法在儿童康复期间支持个人需求的重要性。
