Asthma management in New York City schools: A classroom teacher perspective
Asthma management in New York City schools: A classroom teacher perspective
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DOI：
10.3109/02770903.2015.1135946
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发表时间：
2016-09-01
影响因子：
1.9
通讯作者：
Reznik, Marina
中科院分区：
文献类型：
--
作者：
Cain, Agnieszka;Reznik, Marina
目的：课堂教师在促进学校哮喘管理方面发挥着重要作用，但人们对他们对哮喘管理的看法知之甚少。我们调查了课堂教师对学校哮喘管理障碍的看法。方法：对纽约市布朗克斯区10所小学3-5年级的21名市内班级教师进行关键信息访谈。抽样继续进行，直到达到主题饱和。访谈被录制、转录，并针对共同的主题进行独立编码。我们使用主题回顾和内容回顾来分析访谈数据。结果：有7个主题代表了教师对学校哮喘管理的看法：(1)识别哮喘学生的过程有问题；(2)对市卫生部门的哮喘倡议不熟悉，对学校哮喘管理政策缺乏常识；(3)缺乏在课堂上管理急性哮喘发作的能力，对哮喘发作的症状缺乏认识；(4)在课堂上处理假想的哮喘发作缺乏信心；(5)在学校缺乏快速获得哮喘药物的机会；(6)学校工作人员之间的沟通有限；以及(7)学习更多哮喘管理知识的热情。结论：我们的结果揭示了导致学校哮喘管理不佳的几个障碍：识别哮喘学生的有效方法，缺乏教师对哮喘管理指南的了解，对学生哮喘的管理缺乏舒适性，学校获得哮喘药物的机会不足，以及学校教职员工之间的沟通有限。在设计干预措施以改善在校哮喘管理时，应考虑这些问题。
Objective: Classroom teachers play an important role in facilitating asthma management in school but little is known about their perspectives around asthma management. We examined the perspectives of classroom teachers around barriers to school asthma management. Methods: We conducted key informant interviews with 21 inner-city classroom teachers from 3rd to 5th grades in 10 Bronx, New York elementary schools. Sampling continued until thematic saturation was reached. Interviews were recorded, transcribed, and independently coded for common themes. We used thematic and content review to analyze interview data. Results: Seven themes representing teachers' perspectives on in-school asthma management emerged: (1) the problematic process of identifying students with asthma; (2) poor familiarity with the city health department's asthma initiative and poor general knowledge of school policies on asthma management; (3) lack of competency in managing an acute asthma attack in the classroom and poor recognition of symptoms of an asthma attack; (4) lack of confidence in dealing with a hypothetical asthma attack in the classroom; (5) lack of quick access to asthma medication in school; (6) limited communication between school staff; and (7) enthusiasm about learning more about asthma management. Conclusions: Our results revealed several barriers contributing to suboptimal in-school asthma management: ineffective ways of identifying students with asthma, lack of teacher knowledge of guidelines on asthma management, lack of comfort in managing students' asthma, inadequate access to asthma medication in school, and limited communication between school staff. These issues should be considered in the design of interventions to improve in-school asthma management.