Universidade Federal de São Carlos, Programa de Pós-Graduação em Enfermagem, São Carlos, SP, Brazil.
Universidade Federal de Juiz de Fora, Faculdade de Enfermagem, Departamento de Enfermagem Materno Infantil e Saúde Pública, Juiz de Fora, MG, Brazil.
Rev Esc Enferm USP. 2023 May 22;57:e20220329. doi: 10.1590/1980-220X-REEUSP-2022-0329en. eCollection 2023.
To analyze the knowledge of Primary Education teachers regarding asthma and learn about their experiences with the exacerbation of symptoms at school.
Sequential explanatory mixed study. In the quantitative stage, the Newcastle Asthma Knowledge Questionnaire and the characterization instrument were applied. Data analyzed by descriptive and inferential statistics. The production of qualitative data occurred from written statements analyzed using the deductive content analysis method.
Two hundred and seven teachers, mostly women (92%) and working in public schools (82%). As for knowledge, 132 (63.8%) had unsatisfactory performance. The questions with the lowest rates of correct answers were about medications used regularly and during the attacks. Teachers with higher scores had less time in the occupation (p = 0.017) and had been diagnosed with asthma (p = 0.006). In the qualitative stage, 35 teachers participated and the statements corroborated the quantitative findings, especially in relation to the knowledge gap and feeling of greater safety among asthmatic teachers.
Teachers showed insufficient knowledge and reported fear and unpreparedness in the face of the situation.
分析小学教育教师对哮喘的认识，并了解他们在学校症状恶化时的经历。
顺序解释性混合研究。在定量阶段，应用了纽卡斯尔哮喘知识问卷和特征描述工具。使用描述性和推断性统计方法对数据进行分析。定性数据的产生来自使用演绎内容分析方法分析的书面陈述。
207 名教师，大多数为女性（92%），在公立学校工作（82%）。就知识而言，132 名（63.8%）表现不佳。关于常规使用和发作期间使用的药物的问题，答对率最低。得分较高的教师从业时间较短（p = 0.017），并且被诊断患有哮喘（p = 0.006）。在定性阶段，有 35 名教师参与，陈述证实了定量研究结果，尤其是在知识差距和哮喘教师感觉更安全方面。
教师表现出知识不足，并报告在面对这种情况时感到恐惧和准备不足。
