• Ngoc Tram Nguyen, Mélyssa Lorrain, Joe Nayima Pognon-Hanna, Caroline Elfassy, Valerie Calva, Ana de Oliveira, and Bernadette Nedelec.
• School of Physical and Occupational Therapy, McGill University, Canada.
• Burns. 2016 Nov 1; 42 (7): 1477-1486.

IntroductionWork reintegration constitutes a major milestone in the rehabilitation process of adults who have sustained a burn. Research studies with other conditions demonstrated that open, explicit communication about the worker's condition and potential limitations may facilitate this transition. However, the best approach to enable this discussion to occur has yet to be described. The aim of this exploratory qualitative study was to investigate burn survivors' and clinicians' perspectives of the barriers and facilitators to work reintegration that could be addressed through education of work colleagues, which information to communicate to the workplace and the most effective method to disseminate this knowledge.MethodsFive semi-structured focus groups were conducted with three groups of informants including: (1) 13 burn survivors who had already returned to work; (2) 7 who were planning on returning; and (3) 9 burn care professionals. Qualitative data were inductively analyzed employing constant comparative techniques.ResultsKey barriers and facilitators that were identified included residual impairments, individual characteristics, support from the social environment, work accommodations and resources from the healthcare and compensation systems. Burn survivors agreed that return to work efforts were not adequately supported and that education should be provided to work colleagues about the burn and rehabilitation process, but that information on residual impairments should be communicated judiciously as it may be used prejudiciously against those seeking new employment. In the latter case, it is preferable to inform the workplace of their strengths and abilities.ConclusionsExtensive literature demonstrating the benefits of educational programs for the peers and teachers of pediatric burn survivors when they return to school already exists. This study provides evidence that there is a need for a similar process for adult burn survivors returning to work. The educational material must be versatile enough so that it can be customized to individual burn survivor's needs and the environments in which they work.Copyright © 2016 Elsevier Ltd and ISBI. All rights reserved.

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