Snieder Hylke M, Nickels Sarah, Gleason Melanie, McFarlane Arthur, Szefler Stanley J, Allison Mandy A
Adult and Child Consortium for Health Outcomes Research and Delivery Science (ACCORDS), Mail Stop F443, 13199 East Montview Boulevard, Suite 300, Aurora, CO 80045.
Clinical Effectiveness, Children's Hospital Colorado, Aurora, CO 80045.
J Sch Health. 2017 Dec;87(12):941-948. doi: 10.1111/josh.12565.
School-centered asthma programs (SAPs) can be an effective intervention to improve asthma control for underserved populations but little is known about how key stakeholders communicate within these programs. Therefore, our aim was to identify key components of effective communication in a SAP.
Primary care providers (PCPs), parents and school nurses associated with a SAP in Denver, Colorado participated in interviews and focus groups about their views on effective communication. Interview and focus group guides were developed using an appreciative inquiry approach and transcripts were analyzed via an iterative coding approach.
We conducted 3 focus groups with school nurses (N = 13), interviews with parents (N = 12) and PCPs (N = 10). Stakeholders identified multiple themes that enable communication, namely personal relationships, clear roles, integration of technology, adequate resources, and accessibility.
Communication in SAPs is most effective when there are clearly delineated roles with the school being the focal point for education and monitoring of asthmatic students and PCPs being the focal point for diagnosis and changes in care. Communication should take place using modern technology that is integrated into existing workflow. Information sharing is most likely to be successful if there is deliberate relationship building.
以学校为中心的哮喘项目（SAPs）可能是改善弱势群体哮喘控制的有效干预措施，但对于这些项目中关键利益相关者之间如何沟通却知之甚少。因此，我们的目的是确定学校为中心的哮喘项目中有效沟通的关键组成部分。
与科罗拉多州丹佛市一个以学校为中心的哮喘项目相关的初级保健提供者（PCP）、家长和学校护士参与了关于他们对有效沟通看法的访谈和焦点小组讨论。访谈和焦点小组指南采用欣赏式探究方法制定，通过迭代编码方法对访谈记录进行分析。
我们对学校护士进行了3次焦点小组讨论（N = 13），对家长（N = 12）和初级保健提供者（N = 10）进行了访谈。利益相关者确定了多个促进沟通的主题，即人际关系、明确的角色、技术整合、充足的资源和可及性。
当角色明确划分，学校作为哮喘学生教育和监测的重点，初级保健提供者作为诊断和护理变更的重点时，以学校为中心的哮喘项目中的沟通最为有效。沟通应使用融入现有工作流程的现代技术进行。如果进行有意识的关系建立，信息共享最有可能成功。
