Asthma knowledge and asthma management behavior in urban elementary school teachers.
Asthma knowledge and asthma management behavior in urban elementary school teachers.
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DOI：
10.3109/02770900903519908
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发表时间：
2010-03
期刊：
影响因子：
--
通讯作者：
Mellins RB
中科院分区：
文献类型：
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作者：
Bruzzese JM;Unikel LH;Evans D;Bornstein L;Surrence K;Mellins RB
虽然学校是青少年哮喘护理的重要场所，但教师的哮喘知识和症状管理能力较差。本研究调查了低收入少数民族学生教师对哮喘的知识、预防和管理行为及沟通情况。据推测，相对于学生没有哮喘活动期(即白天没有症状)的同事，哮喘活动期学生的老师会有更好的哮喘知识，更多的人会采取哮喘预防措施，并与家长和学校护士沟通。来自纽约市25所小学的320名幼儿园前教师到5年级教师，以及至少有一名哮喘学生的教师完成了评估他们哮喘知识的措施、管理哮喘的步骤、与学校护士或家长的沟通、他们收到的关于哮喘的信息，以及他们班上是否有至少一名学生出现哮喘症状。假设检验采用t检验和卡方检验。不同教师对哮喘的认知程度不同。大多数人可以识别潜在的触发因素，但很少有人知道运动前服用药物可以预防症状，患有哮喘的学生不需要避免运动。教师与学校护士之间以及教师与家长之间缺乏沟通。相对于学生没有哮喘活动期的同事，哮喘活动期学生的老师有更好的哮喘知识；更多的老师采取措施防止学生出现哮喘症状，与家长沟通，并发起与护士的沟通。教师对哮喘和哮喘管理的了解有限，特别是在那些学生没有哮喘活动期的学生中。教师通过加强预防措施以及与家长和学校护士的沟通，对在课堂上出现症状的学生做出反应。有必要采取更积极主动的方法来管理学校的哮喘。
While schools are an important setting for asthma care in youth, teachers’ asthma knowledge and symptom management is poor. This study investigated the knowledge, prevention and management behaviors, and communication regarding asthma of teachers of low income ethnic minority students. It was hypothesized that relative to colleagues whose students did not have active asthma (i.e., did not have symptoms during the day), teachers of students with active asthma would have better asthma knowledge and that more would take asthma prevention steps and communicate with parents and school nurses. Drawing from 25 elementary schools in NYC, 320 Pre-Kindergarten through 5th grade classroom teachers with at least one student with asthma completed measures assessing their asthma knowledge, steps taken to manage asthma, communication with the school nurse or parents, information they received about asthma and whether or not they had at least one student in their class experience asthma symptoms. T-test and chi-square were used to test hypotheses. Asthma knowledge varied among teachers. Most could identify potential triggers, yet few knew that medication taken prior to exercise could prevent symptoms and that students with asthma need not avoid exercise. Communication between teachers and school nurses and between teachers and parents was lacking. Relative to colleagues whose students did not have active asthma, teachers whose students had active asthma had better asthma knowledge; more took steps to prevent students from having asthma symptoms, communicated with parents and initiated communication with the nurse. Teacher knowledge about asthma and asthma management is limited, especially among those whose students did not have active asthma. Teachers respond reactively to students who have symptoms in class by increasing prevention steps and communications with parents and the school nurse. A more proactive approach to managing asthma in schools is warranted.