Bruzzese Jean-Marie, Unikel Lynne H, Evans David, Bornstein Lea, Surrence Katherine, Mellins Robert B
Department of Child and Adolescent Psychiatry, New York University School of Medicine, New York, New York 10016, USA.
J Asthma. 2010 Mar;47(2):185-91. doi: 10.3109/02770900903519908.
Although 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 New York City, 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 more initiated communication with the nurse.
Teachers' 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.
尽管学校是青少年哮喘护理的重要场所，但教师对哮喘的了解以及症状管理能力较差。本研究调查了低收入少数民族学生的教师在哮喘知识、预防和管理行为以及哮喘相关沟通方面的情况。研究假设，相对于学生无活动性哮喘（即白天无症状）的同事，有活动性哮喘学生的教师对哮喘的了解会更好，并且会采取更多哮喘预防措施，并与家长和学校护士进行沟通。
从纽约市的25所小学中选取320名学前班至五年级的教师，这些教师每人至少有一名哮喘学生，完成了评估他们哮喘知识、哮喘管理措施、与学校护士或家长沟通情况、收到的哮喘相关信息，以及他们班级中是否至少有一名学生有哮喘症状的测评。采用t检验和卡方检验来检验假设。
教师的哮喘知识各不相同。大多数人能够识别潜在诱因，但很少有人知道运动前服药可以预防症状，以及哮喘学生无需避免运动。教师与学校护士以及教师与家长之间缺乏沟通。相对于学生无活动性哮喘的同事，有活动性哮喘学生的教师对哮喘的了解更好，更多人采取措施预防学生出现哮喘症状，与家长进行沟通，并且更多人主动与护士沟通。
教师对哮喘及哮喘管理的知识有限，尤其是那些学生无活动性哮喘的教师。教师会对课堂上出现症状的学生采取反应性措施，增加预防措施并与家长和学校护士沟通。学校需要采取更积极主动的方法来管理哮喘。
