Teaching Sessions for African American Children With Asthma Issue

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Teaching Sessions for African American Children With Asthma Issue

Introduction

Patient education is critical;
It helps to control patients health;
Asthma depends on various environmental factors;
African-American children are at a high risk of asthma;
Patient education on asthma lacks proper research;
Teaching sessions may be useful to address the identified health concern.

The Spirit of Inquiry Ignited

Many African-American children have asthma (Todoric, Bangdiwala, Vadlamudi, Alarcon, & Hernandez, 2015);
These children are at risk regardless of social status and family income;
Nutritional patterns, environmental pollution, and exposure to different triggers can cause asthma;
The problem is that African-American children are likely to have this disease twice more compared to other races (the United States Environmental Protection Agency, 2014);
It is urgent to address the problem;
The provision of educational resources seems to a solution.

PICOT Question

(P) In African American children with asthma
(I) will the use of teaching sessions (30 minutes per week)
(C) compared with the traditional teaching tools for managing the problem
(O) have better effects on the management of the disease
(T) over a year?
PICOT question coincides with the clinical question.

Search Strategy

CINAHL;
Cochrane Library National Guidelines Clearinghouse;
PubMed;
TRIP;
Children teaching strategies;
Hereditary and environmental predictors of asthma.

Critical Appraisal of the Evidence Performed

Asthma in children is marked by social and personal challenges (Agusala, Vij, Agusala, Dasari, & Kola, 2018);
In rural areas, asthma care is not fully available;
Everhart, Greenlee, Winter, and Fiese (2018) discovered that asthma in children correlates with the quality of life;
Ding, Wathen, Altaye, and Mersha (2018) determined a link between African ancestry and asthma;
Emotionally sensitive information was important in asthma education (Archibald, Hartling, Ali, Caine, & Scott, 2018).
The mentioned findings are essential for the project.

Evidence Integrated with Clinical Expertise and Patient Preferences

Evidence found will be translated into 30-minute teaching sessions;
Results will be compared with a traditional approach to treating asthma in children medications;
Lack of awareness of their own condition prevents children from proper treatment;
It is better to combine medication therapy with patient education;
Collaboration of childrens parents and their healthcare providers is required;
A nurse should have knowledge of pharmacology, child psychology, and cultural competence to provide education.

The outcome of Practice Change Evaluated

20 children completed a series of 30-minute lessons;
Improved self-efficacy was reported by their parents;
Increased awareness of taking medication was noted;
The short timeframe for the identified intervention was effective;
Other pediatric patients with asthma may also receive educational sessions;
Expectations regarding the overall benefit of education were proved.

Project Outcomes Disseminated

The educational setting was used;
Managing asthma implemented in this project was considered useful;
It was recognized as relevant for using in children with other chronic conditions as well;
Parents and caretakers also received the findings of the project;
They were encouraged to share information with friends;
African-American children received new health opportunities.

Evaluation Plan and Methods

Purpose and clinical question: can asthma education improve the diagnosis?
Time: long-term one year, and short-term 2-3 months;
Stakeholders: nurses, children, and their parents;
Theoretical framework: asthma is predetermined by the quality of life (Everhart et al., 2018; Ding et al., 2018), design: a cohort study;
Confidentiality: consent forms and personal information is secured;
Sample/setting/procedure: 20 African-American children aged between 7and 12/ an educational setting / 30-minutes lessons.
Instrument: a 30-minute lesson in the course of three months.

Conclusion

Asthma education is important;
It allows increasing patients awareness of their conditions;
Significance of information for African-American children with asthma was proved;
Parents reported improved self-care of their children;
Teaching sessions may also be used for other chronic conditions;
This problem needs further research.

References

Agusala, V., Vij, P., Agusala, V., Dasari, V., & Kola, B. (2018). Can interactive parental education impact health care utilization in pediatric asthma: A study in rural Texas. Journal of International Medical Research, 1-11. Web.

Archibald, M. M., Hartling, L., Ali, S., Caine, V., & Scott, S. D. (2018). Developing my asthma diary: A process exemplar of a patient-driven arts-based knowledge translation tool. BMC Pediatrics, 18(1), 186-196.

Ding, L., Li, D., Wathen, M., Altaye, M., & Mersha, T. B. (2018). African ancestry is associated with cluster-based childhood asthma subphenotypes. BMC Medical Genomics, 11(1), 51-62.

Everhart, R. S., Greenlee, J. L., Winter, M. A., & Fiese, B. H. (2018). Primary and secondary caregiver reports of quality of life in pediatric asthma: Are they comparable? Applied Research in Quality of Life, 13(2), 371-383.

Todoric, K., Bangdiwala, S., Vadlamudi, A., Alarcon, L., & Hernandez, M. (2015). Assessing asthma in African American children using the asthma control test (ACT) and childhood ACT. Annals of Allergy, Asthma & Immunology: Official Publication of the American College of Allergy, Asthma, & Immunology, 114(4), 342-344.

United States Environmental Protection Agency. (2014). Childrens environmental health disparities: Black and African American children and asthma.

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