McClure Natasha, Seibert Mackenzie, Johnson Taylor, Kannenberg Leslie, Brown Trey, Lutenbacher Melanie
Vanderbilt University School of Nursing, Nashville, TN, USA.
Vanderbilt University School of Nursing, Nashville, TN, USA.
J Pediatr Nurs. 2018 Sep-Oct;42:16-20. doi: 10.1016/j.pedn.2018.06.001. Epub 2018 Jun 12.
To increase daily asthma symptom self-assessments of elementary school students using Green Means Go, an asthma education and self-assessment program, via a partnership between an elementary school and a school of nursing.
Over four months, accelerated MSN nursing students provided small group education sessions to teach students and teachers to identify asthma symptoms by Asthma Action Plan (AAP) zones and actions for each zone. To promote continuity of care between school and home, a teacher-parent communication log during yellow zone days was encouraged.
Students with asthma (n = 90), teachers (n = 12) and parents (n = 1) participated. Previously no students performed daily self-assessments and at program end, all students accurately identified symptoms, AAP zones, and action steps. A total of 789 symptom self-assessments were recorded. Teachers reported increased asthma knowledge. One parent attended an education session and one home visit was completed. No communication logs were returned.
Partnerships between elementary and nursing schools may be an effective strategy for delivery of health programs to high-risk children with chronic diseases. Self-assessment of symptoms and taking appropriate actions at school are critical components of early asthma intervention, particularly when a school nurse is not always available. Training teachers to follow a child's AAP within school policies is a critical second step. Home visits showed potential as a strategy for engaging parents.
In the current climate of school nurse shortages, management of asthma-related episodes in school can be improved with similar partnerships and programs that promote health education and self-management.
通过一所小学与一所护理学院的合作，利用哮喘教育与自我评估项目“绿色代表可行”，增加小学生对哮喘症状的每日自我评估。
在四个多月的时间里，加速护理学硕士学生开展小组教育课程，教导学生和教师根据哮喘行动计划（AAP）区域识别哮喘症状以及每个区域的应对措施。为促进学校与家庭之间护理的连续性，鼓励在黄色区域日使用教师-家长沟通日志。
哮喘学生（n = 90）、教师（n = 12）和家长（n = 1）参与其中。此前没有学生进行每日自我评估，而在项目结束时，所有学生都能准确识别症状、AAP区域和行动步骤。共记录了789次症状自我评估。教师报告称哮喘知识有所增加。一位家长参加了一次教育课程，完成了一次家访。没有收到沟通日志。
小学与护理学院之间的合作可能是为患有慢性病的高危儿童提供健康项目的有效策略。症状自我评估以及在学校采取适当行动是早期哮喘干预的关键组成部分，尤其是在学校护士并非随时可用的情况下。培训教师在学校政策范围内遵循儿童的AAP是关键的第二步。家访显示出作为吸引家长参与的策略的潜力。
在当前学校护士短缺的情况下，通过类似的促进健康教育和自我管理的合作与项目，可以改善学校中与哮喘相关发作的管理。
