McPherson Amy C, Glazebrook Cristine, Smyth Alan R
School of Nursing, University of Nottingham, B Floor Medical School, Queen's Medical Centre, Nottingham, NG7 2UH, UK.
Paediatr Respir Rev. 2005 Sep;6(3):215-26. doi: 10.1016/j.prrv.2005.06.008.
Educational interventions for children with asthma can result in both clinical and psychological improvements. However, traditional education programs have been hampered by lack of resources and doubts concerning long-term benefits. Researchers have looked to computer technology to overcome some of these obstacles and respiratory conditions have been the focus for a number of educational computer programs. Computer education packages should have a robust theoretical basis. Many programs aim to improve children's confidence, self-esteem and feelings of control, all of which are linked to compliance and positive health behaviours. The specific skills and knowledge needed for effective self-management also need to be taught in order to equip the child for future independent self-care. Programs tend to be either a stand-alone game, promoting self-regulation and practicing of skills, or an internet-enabled package, which may provide a link to their healthcare provider and/or other people with a similar condition. Computer technology is flexible, can be tailored to individuals' information needs, provides ongoing educational support and promotes active learning. However, there can be problems around accessibility, both in terms of computer ownership and technological literacy. Furthermore, internet sites are largely unregulated and of variable quality. It is essential that educational computer interventions are evidence-based and rigorously evaluated to identify who will benefit most from these packages.
针对哮喘儿童的教育干预措施可带来临床和心理状况的改善。然而，传统教育项目一直受到资源匮乏以及对长期效益存疑的阻碍。研究人员已将目光投向计算机技术以克服其中一些障碍，并且呼吸系统疾病一直是众多教育计算机程序的关注焦点。计算机教育软件包应有坚实的理论基础。许多程序旨在提高儿童的自信心、自尊和掌控感，所有这些都与依从性及积极的健康行为相关联。为使儿童具备未来独立自我护理的能力，还需要教授有效自我管理所需的特定技能和知识。程序往往要么是一款独立游戏，用于促进自我调节和技能练习，要么是一个基于互联网的软件包，它可能提供与医疗服务提供者及/或其他患有类似疾病者的链接。计算机技术灵活多变，可根据个人信息需求进行定制，提供持续的教育支持并促进主动学习。然而，在计算机拥有情况和技术素养方面，都可能存在可及性问题。此外，互联网网站大多缺乏监管，质量参差不齐。至关重要的是，教育计算机干预措施应以证据为基础并经过严格评估，以确定谁将从这些软件包中获益最大。
