Journal articles: 'Asthma self mangement education'

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Clark, Noreen M. "Asthma Self-Management Education." Chest 95, no. 5 (May 1989): 1110–13. http://dx.doi.org/10.1378/chest.95.5.1110.

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McDonald, V. M., and P. G. Gibson. "Asthma self-management education." Chronic Respiratory Disease 3, no. 1 (January 2006): 29–37. http://dx.doi.org/10.1191/1479972306cd090ra.

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Jalmav, Marthy Meliana Ariyanti, Amelia Lorensia, Ananta Yudiarso, and Daniel Maranatha. "METODE INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS (IPA): PERSEPSI TENAGA KESEHATAN DAN PASIEN TERHADAP PENGOBATAN ASMA." Jurnal Ilmiah Ibnu Sina (JIIS): Ilmu Farmasi dan Kesehatan 6, no. 2 (October 25, 2021): 206–14. http://dx.doi.org/10.36387/jiis.v6i2.691.

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Pharmaceutical care by pharmacists in the management have an important role of treatment monitoring. Optimal asthma treatment for patients requires cooperation between patients, healthcares, involving doctors, nurses, and pharmacists. Therefore the purpose of this study is to know the perception of healthcares and patients about asthma treatment and pharmaceutical cares on asthma mangement. The method of this study is based on phenomenological perspective with interpretative phenomenological analysis (IPA) on pulmonologist, outpatient asthma, pharmacist and nurse who directly correlated with asthma treatment at a hospital in Surabaya conducted for two years using purposive sampling. The results of this study indicate that asthma patients know how to manage asthma and use asthma drugs well. In addition it is known that asthma patients feel the role of doctors in the treatment of asthma is very dominating; pulmonologists and nurses perceive that the role of pharmacists is limited to drug delivery; and pharmacists assume that their role has been well done although not all patients get the same asthma treatment education. It is therefore necessary to evaluate the role of pharmacist in performing its role in the treatment of this asthma in order for a more harmonious collaboration.

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Espinoza, Luis Enrique, Lucas Enrique Espinoza, Michaela LaNay Wilson, and Tracy E. Denton. "Asthma Predictors Influence on Self-management Asthma Education Status." American Journal of Health Behavior 42, no. 5 (September 1, 2018): 74–84. http://dx.doi.org/10.5993/ajhb.42.5.7.

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Lewiston, Norman J. "Asthma Self-Management Programs and Education." Pediatric Annals 15, no. 2 (February 1, 1986): 127–39. http://dx.doi.org/10.3928/0090-4481-19860201-10.

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Alotaibi, GhaziAbdulrahman. "Asthma control and self-management: The role of asthma education." Saudi Journal for Health Sciences 4, no. 1 (2015): 16. http://dx.doi.org/10.4103/2278-0521.151404.

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Puteri Indah Dwipayanti and Edy Siswantoro. "Improving Knowledege In Asthma Self Manajemen Education." Jurnal Pengabdian Masyarakat Kesehatan 8, no. 1 (March 24, 2022): 85–88. http://dx.doi.org/10.33023/jpm.v8i1.1076.

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Asma atau yang lebih populer dengan sebutan sesak nafas telah dikenal luas dimasyarakat. Kekambuhan asma dapat dipicu oleh beberapa faktor seperti lingkungan, makanan, udara dingin dan emosi. Self-management diharapkan dapat meningkatkan dan mempertahankan kualitas hidup agar penderita asma dapat hidup normal tanpa hambatan dalam melakukan aktivitas sehari-hari. Metode yang digunakan dalam program pengabdian masyarakat ini adalah dengan memberikan pengetahuan tentang self management kepada pasien asma sebagai pencegahan kekambuhan. Pelatihan ini berhasil meningkatkan pengetahuan tentang self management untuk mencegah kekambuhan asma sebanyak 50%..Implikasi dari hasil pengabdian kepada masyarakat ini adalah perlu adanya pelatihan pengetahuan dan keterampilan pasien dalam pencegahan kekambuhan asma. Self-management akan mengurangi angka morbiditas asma pada orang dewasa. Hal ini memungkinkan pasien untuk meningkatkan pengetahuan dan pemahaman mengenai penyakit asma secara umum dan pola penyakit asma sendiri, meningkatkan keterampilan dalam penanganan asma dan meningkatkan kepatuhan serta penanganan mandiri

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Gardner, Antoinette, Barbara Kaplan, Wendy Brown, Diane Krier-Morrow, Susan Rappaport, Lynne Marcus, Kathy Conboy-Ellis, Ann Mullen, Karen Rance, and Donald Aaronson. "National standards for asthma self-management education." Annals of Allergy, Asthma & Immunology 114, no. 3 (March 2015): 178–86. http://dx.doi.org/10.1016/j.anai.2014.12.014.

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Pinnock, Hilary. "Supported self-management for asthma." Breathe 11, no. 2 (June 2015): 98–109. http://dx.doi.org/10.1183/20734735.015614.

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Key pointsSelf-management education in asthma is not an optional extra. Healthcare professionals have a responsibility to ensure that everyone with asthma has personalised advice to enable them to optimise how they self-manage their condition.Overviews of the extensive evidence-base conclude that asthma self-management supported by regular professional review, improves asthma control, reduces exacerbations and admissions, and improves quality of life.Self-management education should be reinforced by a written personalised asthma action plan which provides a summary of the regular management strategy, how to recognise deterioration and the action to take.Successful implementation combines education for patients, skills training for professionals in the context of an organisation committed to both the concept and the practice of supported self-management.Educational aimsTo summarise the evidence base underpinning supported self-management for asthmaTo provide clinicians with a practical approach to providing supported self-management for asthmaTo suggest an appropriate strategy for implementing supported self-managementSummaryThe evidence in favour of supported self-management for asthma is overwhelming. Self-management including provision of a written asthma action plan and supported by regular medical review, almost halves the risk of hospitalisation, significantly reduces emergency department attendances and unscheduled consultations, and improves markers of asthma control and quality of life. Demographic and cultural tailoring enables effective programmes to be implemented in deprived and/or ethnic communities or within schools.A crucial component of effective asthma self-management interventions is the provision of an agreed, written personalised action plan which advises on using regular medication, recognising deterioration and appropriate action to take. Monitoring can be based on symptoms or on peak flows and should specify thresholds for action including increasing inhaled steroids, commencing oral steroids, and when (and how) to seek professional help. Plans should be personalised to reflect asthma severity and treatment regimes, avoidance of triggers, co-morbid rhinitis and the individual’s preferences.Implementation is a challenge. Systematic review evidence suggests that it is possible to implement asthma self-management in routine care, but that to be effective this requires a whole systems approach which considers implementation from the perspective of patient education and resources, professional skills and motivation and organisation priorities and routines.

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Boulet, Louis-Philippe, Hélène Boutin, Johanne Côté, Pierre Leblanc, and Michel Laviolette. "Evaluation of an Asthma Self-Management Education Program." Journal of Asthma 32, no. 3 (January 1995): 199–206. http://dx.doi.org/10.3109/02770909509089508.

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Hodder, Rick. "Collaborative self-management education in asthma and COPD*." Canadian Pharmacists Journal 140, sp3 (November 2007): s28—s29.e1. http://dx.doi.org/10.3821/1913-701x(2008)140[s28:cseiaa]2.0.co;2.

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Osman, Liesl. "Guided self-management and patient education in asthma." British Journal of Nursing 5, no. 13 (July 11, 1996): 785–89. http://dx.doi.org/10.12968/bjon.1996.5.13.785.

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Murray, Bridget, and Mary O'Neill. "Supporting self-management of asthma through patient education." British Journal of Nursing 27, no. 7 (April 12, 2018): 396–401. http://dx.doi.org/10.12968/bjon.2018.27.7.396.

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Murphy, V. E., P. G. Gibson, P. I. Talbot, C. G. Kessell, and V. L. Clifton. "Asthma self-management skills and the use of asthma education during pregnancy." European Respiratory Journal 26, no. 3 (September 2005): 435–41. http://dx.doi.org/10.1183/09031936.05.00135604.

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Côté, Johanne. "Role of Asthma Education in the Management of Adult Asthma." Canadian Respiratory Journal 2, suppl a (1995): 38A—42A. http://dx.doi.org/10.1155/1995/241902.

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When a patient is newly diagnosed as having asthma, he or she is often prescribed new medication without getting much information on the disease and its treatment. This article emphasizes the need to educate asthmatics. Asthma treatment should begin with a proper adjustment of the medication, allowing asthmatics to lead a normal life. All asthmatics should be shown how to use their inhalation device properly. They should he knowledgeable about the basic aspects of asthma, airway inflammation and bronchoconstriction, use or medication and early symptoms heralding an asthma attack. Environmental factors that may trigger an asthma attack should be explained. Patients should be able to self-monitor asthma using either symptom severity or a peak flow meter. Because asthma is an unpredictable disease, patients should have a self-action plan to implement when their asthma deteriorates.

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Silva-Lavigne, Nicole, Alena Valderrama, Sandra Pelaez, Myriam Bransi, Fabio Balli, Yannick Gervais, Thomas Gaudy, and Sze Man Tse. "Acceptability of Serious Games in Pediatric Asthma Education and Self-management: Pilot Study." JMIR Pediatrics and Parenting 5, no. 2 (April 7, 2022): e33389. http://dx.doi.org/10.2196/33389.

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Background Asthma is the most common chronic pediatric disease. Despite existing tools to manage asthma, 40%-55% of children with asthma experience uncontrolled asthma. Serious games (SGs) represent a novel approach in promoting asthma education and self-management for children. Objective In this qualitative pilot study with an embedded quantitative design, we aim to use focus groups and questionnaires to describe the perceived role of SGs in different aspects of asthma self-management by children and their parents. These aspects include asthma perception and knowledge, the impact of asthma and barriers to asthma self-management, and the support system for asthma self-management. Methods A total of 5 children with asthma and their parents were invited to participate in an organized gaming session. Children and their parents completed a pregaming questionnaire on their medical history and asthma knowledge. Then, they were invited to test 4 original SG prototypes, after which the children answered a postgaming questionnaire on their asthma knowledge and perception of the SGs. Children and their parents subsequently participated in parallel focus groups, which were video-recorded or audio-recorded, transcribed verbatim, and analyzed by reaching consensus among members of the research team. Results The mean age of the children was 10.3 (SD 1.5) years, with 20% (1/5) of the children being male. Qualitative data from the transcripts were coded into three separate domains: asthma self-management perception and knowledge, impact of asthma and barriers to asthma self-management, and support system for asthma self-management. We specifically explored the perceived roles of SGs within each domain. A key takeaway message was identified for each of these three domains: heterogeneity of asthma knowledge and the ability of SGs to encourage knowledge transfer through games, consequences and limitations of asthma and the ability of SGs to allow for identification and management of real-life situations through games, and insufficient support system and the ability of SGs to encourage playing with others for support and shared knowledge. Conclusions Our pilot study explored the role of SGs in the self-management of asthma, as perceived by children and their parents. Our findings support the acceptability of SGs in asthma education and self-management in pediatrics and the necessity for future development in this field.

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Dailah, Hamad, Alison Brettle, and Paula Ormandy. "A self-management education programme for adults with asthma." Clinical Medicine 19, Suppl 3 (June 2019): 42. http://dx.doi.org/10.7861/clinmedicine.19-3-s42.

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Dailah, Hamad, Alison Brettle, and Paula Ormandy. "A self-management education programme for adults with asthma." Clinical Medicine 19, Suppl 3 (June 2019): s42. http://dx.doi.org/10.7861/clinmedicine.19-3s-s42.

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Morgan, Delyth, and Martyn Partridge. "Education and self-management materials for good asthma control." Patient Education and Counseling 23 (June 1994): S128. http://dx.doi.org/10.1016/0738-3991(94)90430-8.

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McNabb, W. L., S. R. Wilson-Pessano, G. W. Hughes, and P. Scamagas. "Self-management education of children with asthma: AIR WISE." American Journal of Public Health 75, no. 10 (October 1985): 1219–20. http://dx.doi.org/10.2105/ajph.75.10.1219.

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Dodd, Katelynn E., and Jacek M. Mazurek. "Asthma self-management education in persons with work-related asthma – United States, 2012–2014." Journal of Asthma 57, no. 6 (April 19, 2019): 593–600. http://dx.doi.org/10.1080/02770903.2019.1594890.

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Thoonen, Bart P. A., Tjard R. J. Schermer, Margreet Jansen, Ivo Smeele, Annelies J. E. Jacobs, Richard Grol, and Onno C. P. van Schayck. "Asthma education tailored to individual patient needs can optimise partnerships in asthma self-management." Patient Education and Counseling 47, no. 4 (August 2002): 355–60. http://dx.doi.org/10.1016/s0738-3991(02)00015-0.

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Swanson, Keith A. "Meeting Patient Needs in Asthma Education." Journal of Pharmacy Practice 10, no. 3 (June 1997): 211–21. http://dx.doi.org/10.1177/089719009701000312.

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Preventable drug-related morbidity and mortality in asthma patients is related to inappropriate behavior by both patients (noncompliance) and health care professionals (prescribing and monitoring). Compliance is the crucial factor for success of a therapeutic regimen. Impacting factors have been identified as skills in administration techniques, interactions between patients and providers, and patient expectations. Beneficial effects on the cost of care and quality of life are gained from increasing level of care available to patients. Intensive education including development of self-monitoring skills, early treatment of exacerbations, and access to regular outpatient and Emergency Room care have been shown to be effective.

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Butz, Arlene M., Laura Syron, Betty Johnson, Joanne Spaulding, Melissa Walker, and Mary Elizabeth Bollinger. "Home-Based Asthma Self-Management Education for Inner City Children." Public Health Nursing 22, no. 3 (May 2005): 189–99. http://dx.doi.org/10.1111/j.0737-1209.2005.220302.x.

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Boxmann, Renee, and Michele Klimo. "Asthma home education self-management program for school-aged children." Journal of Home Health Care Practice 1, no. 2 (May 1988): 55–62. http://dx.doi.org/10.1177/108482238800100208.

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McTague, Karen, Geraldine Prizeman, Stephen Shelley, Jessica Eustace-Cook, and Edward McCann. "Youths with asthma and their experiences of self-management education." JBI Database of Systematic Reviews and Implementation Reports 17, no. 5 (May 2019): 675–81. http://dx.doi.org/10.11124/jbisrir-2017-003985.

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Zografos, Kara, Helen Hopp Marshak, David T. Dyjack, and Christine Neish. "Effects of an Adolescent Asthma Education Intervention on Knowledge, Intention, Behavior, Self-Efficacy and Self-Consciousness." Californian Journal of Health Promotion 8, no. 1 (December 1, 2010): 60–71. http://dx.doi.org/10.32398/cjhp.v8i1.2031.

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In this study, we evaluated the effects of an asthma education intervention, guided by social cognitive theory, on knowledge, intention, behavior, self-efficacy, and self-consciousness. The sample consisted of 87 asthmatic adolescents in six middle and/or high schools in California. A non-equivalent comparison group design, with delayed intervention in the comparison group, was utilized. We implemented a modified version of the American Lung Association’s Kickin Asthma curriculum. Self-report questionnaires assessing the key study variables were administered at baseline, at immediate postintervention, and five weeks after the intervention. There were no statistically significant differences at post-test, controlling for pre-test values, for any of the study variables between the intervention (n = 51) and comparison groups (n = 35). After collapsing across groups, however, there were statistically significant improvements following the intervention for knowledge, intention, selected behavior variables, and self-efficacy. The evaluation of this theory-based asthma education intervention demonstrates the positive impact this curriculum can have on a sample of asthmatic adolescents.

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Beerthuizen, Thijs, E. R. V. M. Rikkers-Mutsaerts, Jiska B. Snoeck-Stroband, and Jacob K. Sont. "The Role of Education, Monitoring, and Symptom Perception in Internet-Based Self-management Among Adolescents With Asthma: Secondary Analysis of a Randomized Controlled Trial." JMIR Pediatrics and Parenting 4, no. 4 (December 7, 2021): e17959. http://dx.doi.org/10.2196/17959.

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Background Internet-based self-management programs improve asthma control and the asthma-related quality of life in adults and adolescents. The components of self-management programs include education and the web-based self-monitoring of symptoms; the latter requires adequate perception in order to timely adjust lifestyle or medication or to contact a care provider. Objective We aimed to test the hypothesis that adherence to education and web-based monitoring and adequate symptom perception are important determinants for the improvement of asthma control in self-management programs. Methods We conducted a subgroup analysis of the intervention group of a randomized controlled trial, which included adolescents who participated in the internet-based self-management arm. We assessed the impacts that attendance in education sessions, the frequency of web-based monitoring, and the level of perception had on changes in asthma control (Asthma Control Questionnaire [ACQ]) and asthma-related quality of life (Pediatric Asthma Quality of Life Questionnaire) from baseline to 12 months after intervention. Results Adolescents who attended education sessions had significant and clinically relevant improvements in asthma control (ACQ score difference: −0.6; P=.03) and exhibited a nonsignificant trend of improvement in asthma-related quality of life (Pediatric Asthma Quality of Life Questionnaire score difference: −0.45; P=.15) when compared to those who did not adhere to education. Frequent monitoring alone did not improve asthma control (P=.07) and quality of life (P=.44) significantly, but its combination with education did result in improved ACQ scores (difference: −0.88; P=.02). There were no significant differences in outcomes between normoperceivers and hypoperceivers. Conclusions Education, especially in combination with frequent web-based monitoring, is an important determinant for the 1-year outcomes of asthma control in internet-based self-management programs for adolescents with partly controlled and uncontrolled asthma; however, we could not establish the effect of symptom perception. This study provides important knowledge on the effects of asthma education and monitoring in daily life.

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Mirabelli, Maria C., Suzanne F. Beavers, Samantha H. Shepler, and Arjun B. Chatterjee. "Age at asthma onset and asthma self-management education among adults in the United States." Journal of Asthma 52, no. 9 (August 17, 2015): 974–80. http://dx.doi.org/10.3109/02770903.2015.1020389.

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Harris, Lenore “Lennie.” "Asthma Education for Middle School Students and Staff." Journal of School Nursing 18, no. 2 (April 2002): 117–21. http://dx.doi.org/10.1177/10598405020180020801.

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In recent years, the number of middle school students identified with asthma has increased dramatically. In addition, physical education teachers were concerned about the lack of class participation among many of these students. Students with asthma had little knowledge about the respiratory system or how to control their asthma. After overcoming certain barriers, an asthma education program was developed for the middle school students. The primary objective was to promote self-management of asthma and provide resources as needed. In addition, an asthma education program was presented to school personnel to enhance their ability to assist students with asthma and allergies in the school setting. Included in this article is an extensive list of resources about asthma.

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Partridge, M. R. "Asthma Education: More Reading or More Viewing?" Journal of the Royal Society of Medicine 79, no. 6 (June 1986): 326–28. http://dx.doi.org/10.1177/014107688607900605.

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An audit of a hospital asthma clinic has revealed deficiencies in its educational activities. A significant minority of attending patients failed to understand the rationale behind their therapy and would take potentially inappropriate action when symptoms worsen. Many of those taking oral theophylline therapy were shown to be at risk of self-induced toxicity. Watching a videotape about the disease in the waiting room was found to be more popular than leaflets and books as a source of information.

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Olivera, Carolina M. X., Elcio Oliveira Vianna, Roni C. Bonizio, Marcelo B. de Menezes, Erica Ferraz, Andrea A. Cetlin, Laura M. Valdevite, et al. "Asthma self-management model: randomized controlled trial." Health Education Research 31, no. 5 (July 29, 2016): 639–52. http://dx.doi.org/10.1093/her/cyw035.

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O’Connor, Antonia, Andrew Tai, and Kristin Carson-Chahhoud. "Isn’t There an App for That? The Role of Smartphone and Tablet Applications for Asthma Education and Self-Management in Adolescents." Children 8, no. 9 (September 9, 2021): 786. http://dx.doi.org/10.3390/children8090786.

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Asthma is one of the most common chronic diseases worldwide, with a substantial proportion of the asthma population being children and adolescents. Self-management is recognized as a key component to asthma management, with multiple international guidelines emphasizing the need for adequate self-management skills for good asthma control. Unfortunately, the uptake amongst young people and adolescents is low, with often suboptimal engagement to self-management education and skills contributing to poor adherence to medication as well as poor perception of asthma symptoms. Innovative solutions to deliver education and self-management to adolescents are clearly needed. mHealth is the use of mobile devices such as smartphones and tablet devices to improve healthcare and has been used in multiple chronic diseases. This review articles explores the current use of mHealth in asthma, specifically smartphone and tablet applications as a generation-appropriate, accessible delivery modality for provision of asthma education and self-management interventions in adolescents. Current evidence gaps are also highlighted, which should be addressed in future research.

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Winkelstein, Marilyn L., Ruth Quartey, Luu Pham, LaPricia Lewis-Boyer, Cassia Lewis, Kimberly Hill, and Arlene Butz. "Asthma Education for Rural School Nurses: Resources, Barriers, and Outcomes." Journal of School Nursing 22, no. 3 (June 2006): 170–77. http://dx.doi.org/10.1177/10598405060220030801.

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This paper describes a school-based asthma education program for rural elementary school nurses. The program was designed to teach school nurses in 7 rural counties in Maryland how to implement and to reinforce asthma management behaviors in children with asthma and their caregivers. Rural nurses who participated in this program increased their mean asthma knowledge scores more than nurses who did not take the program. The program also increased self-efficacy among intervention school nurses, but the difference in self-efficacy between intervention and control nurses was not statistically significant at follow-up. No effects on documentation or communication behaviors were noted. Only 25% of the nurses reported an interest in implementing future asthma educational programs for children with asthma. This study indicates the importance of understanding the unique characteristics of rural school nurses, the resources they need, and the barriers and challenges they face in their practice.

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Tseng, R. Y. M. "Self-directed Learning of History Taking in Childhood Asthma." Medical Teacher 10, no. 3-4 (January 1988): 351–53. http://dx.doi.org/10.3109/01421598809006621.

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Coté, J., A. Cartier, P. Robichaud, H. Boutin, J. L. Malo, M. Rouleau, A. Fillion, M. Lavallée, M. Krusky, and L. P. Boulet. "Influence on asthma morbidity of asthma education programs based on self-management plans following treatment optimization." American Journal of Respiratory and Critical Care Medicine 155, no. 5 (May 1997): 1509–14. http://dx.doi.org/10.1164/ajrccm.155.5.9154850.

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Afrasiabi, Maryam, Efatalsadat Marvasti, Najaf Zare, Marzieh Orooj, and Sara Kashef. "Effect of self-management education on asthma complication and pulmonary function in Iranian children with asthma." World Allergy Organization Journal &NA; (November 2007): S123. http://dx.doi.org/10.1097/01.wox.0000301655.83841.f7.

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Paasche-Orlow, Michael K., Kristin A. Riekert, Andrew Bilderback, Arjun Chanmugam, Peter Hill, Cynthia S. Rand, Fred L. Brancati, and Jerry A. Krishnan. "Tailored Education May Reduce Health Literacy Disparities in Asthma Self-Management." American Journal of Respiratory and Critical Care Medicine 172, no. 8 (October 15, 2005): 980–86. http://dx.doi.org/10.1164/rccm.200409-1291oc.

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Kamps, A. W. A., and P. L. P. Brand. "Education, self-management and home peak flow monitoring in childhood asthma." Paediatric Respiratory Reviews 2, no. 2 (June 2001): 165–69. http://dx.doi.org/10.1053/prrv.2000.0125.

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Shakur, H., and M. Higham. "Review: self management education for adults with asthma improves health outcomes." Evidence-Based Nursing 1, no. 4 (October 1, 1998): 117. http://dx.doi.org/10.1136/ebn.1.4.117.

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Navaie-Waliser, Maryam, Cynthia Mersman, and Priscilla Lincoln. "Implementing a Pediatric Asthma Program: Enabling Self-Care Management Through Education." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 22, no. 9 (September 2004): 633–39. http://dx.doi.org/10.1097/00004045-200409000-00011.

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Househ, Mowafa, Nassif Hossain, Amr Jamal, Nasriah Zakaria, Ashraf Elmetwally, Majid Alsalamah, and Mohamed Khalifa. "A cross-sectional content analysis of Android applications for asthma." Health Informatics Journal 23, no. 2 (March 3, 2016): 83–95. http://dx.doi.org/10.1177/1460458215627289.

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Providing patients opportunities for self-management and education about their disease, asthma applications designed for use on an Android operating system can have positive health outcomes across the range of demographics who use mHealth applications. This study provides a content analysis of freely available Google Android Platform Mobile Applications for Asthma. A list of applications was collected on 26 October 2014, using the search feature of the Google Play Android platform and using the words and phrases “Asthma,” “Lung Function” and “Peak Flow.” Each application was coded for its approach to asthma self-management, based on categories adapted by Huckvale et al., which are based on the Global Initiative for Asthma and the National Asthma Education and Prevention Program. The characteristics of the 15 asthma applications are described. Most of the asthma applications’ primary function focused on patient self-monitoring and self-assessment. Using the HON Code, we found low health information quality across all asthma applications. Android asthma applications can have positive outcomes in helping patients as they provide opportunities for self-management and education about their disease. Future research should continue to monitor and evaluate the development and use of mHealth Asthma Applications. Based on these findings, and their indication of a gap in existing research, subsequent studies can continue to evaluate the development and use of mHealth Asthma Applications with increasing methodological consistency to improve the quality of in-app health information.

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Diamond, Shelley Anne, and Kenneth Ross Chapman. "The Impact of Nationally Coordinated Pharmacy-Based Asthma Education Intervention." Canadian Respiratory Journal 8, no. 4 (2001): 261–65. http://dx.doi.org/10.1155/2001/380485.

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OBJECTIVE: To assess the impact of a nationally coordinated pharmacy-based educational intervention on self-management behaviour and markers of asthma control in self-referred patients with asthma.DESIGN: An asthma clinic day was set up by a national chain of community pharmacies whereby pharmacists used a structured questionnaire to assess asthma control and self-care among self-referred patients with doctor-diagnosed asthma. In a one-on-one counselling session, each patient's educational needs were identified and the appropriate education offered. A telephone follow-up 30 days later assessed the impact of teaching.SETTING: Community pharmacies across Canada.OUTCOME MEASURES: The follow-up questionnaire quantified the number of wheezing episodes or other symptoms per week, the number of night-time awakenings per week, and the frequency of use of reliever and preventive medications.RESULTS: Of 4080 patients assessed, 22.2% used an inadequate inhaler technique, 16.4% used a short acting beta2-agonist excessively and 21.0% were not using an inhaled corticosteroid daily despite a frequency of symptoms that would suggest that it was needed. Common educational interventions included a review of inhaler technique (41.9%), a recommendation for regular inhaled corticosteroids (31.5%) and a referral to the primary care physician (21.0%). Thirty days after the educational intervention, patients reported significant decreases in the frequency of daytime asthma symptoms, the frequency of nocturnal symptoms and the frequency with which short acting beta2-agonists were used, while reporting significant increases in their use of preventive medication.CONCLUSIONS: A brief assessment and an educational intervention in the community pharmacy can produce significant short term improvements in patient-reported symptom control and appropriate self-management behaviour.

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McCabe, Ellen M., Catherine McDonald, Cynthia Connolly, and Terri H. Lipman. "A Review of School Nurses’ Self-Efficacy in Asthma Care." Journal of School Nursing 35, no. 1 (October 30, 2018): 15–26. http://dx.doi.org/10.1177/1059840518808886.

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Asthma is the most common pediatric chronic respiratory illness and has a significant influence on children’s health, school attendance, and overall school success. Despite the effect of education and training, gaps remain in understanding school nurses’ self-efficacy (SE) in asthma care. The purpose of this integrative literature review is to gain a greater understanding of school nurses’ SE in asthma care. Themes and topics in the current school nursing literature regarding SE in asthma care include the value of continuing education, educational interventions, and the use of resources in clinical practice such as the asthma action plan. This review indicates the importance of developing a greater understanding of the unique features of school nursing, the necessary resources, and the external factors that influence practice. Further research to establish a framework to evaluate how a change in practice may support school nurses’ SE and promote positive student health outcomes is needed.

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Duncan, Deborah Louise. "Asthma: An overview of management and education." British Journal of School Nursing 14, no. 8 (October 2, 2019): 377–81. http://dx.doi.org/10.12968/bjsn.2019.14.8.377.

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Asthma is the most common chronic disorder in schoolchildren and the school nurse plays an important role in supporting children with asthma ( Borgmeyer et al, 2005 ; Huss et al, 2001 ). School nurse have an important role in educating children about self-management and early management of exacerbations ( Ahmad and Grimes, 2011 ). This can lead to a reduction in absenteeism, and support their general wellbeing ( Ahmad and Grimes, 2011 ; Moonie et al, 2008 ; Rodriguez et al, 2013 ). Part of this role includes educating children and young adults about inhaler technique, and this is one area which nurses require further education and training ( Lalani et al, 2012 ; De Tratto et al, 2014 ). There is also a call for school nurses to work with a range of clinicians to support their students ( Hollenbach and Cloutier, 2014 ; Wilson et al, 2009 ).

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Kaul, Teri. "Helping African American Children Self-Manage Asthma: The Importance of Self-Efficacy." Journal of School Health 81, no. 1 (December 15, 2010): 29–33. http://dx.doi.org/10.1111/j.1746-1561.2010.00554.x.

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Mersal, Fathia, and Samah El-Awady. "Evaluation of bronchial asthma educational package on asthma self-management among school age children based on Orem’s self-care model in Zagazig city." International Journal of Advanced Nursing Studies 7, no. 1 (December 21, 2017): 8. http://dx.doi.org/10.14419/ijans.v7i1.8648.

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Background: Asthma is the widespread health problem and most common chronic disease among children. Developing self-care skills related to children with asthma forms a basis for nursing care. Orem’s self-care model is one of the most comprehensive self-care theories that provide a good clinical guide for planning and implementing the principles of good self-care.The Aim of this study: was to determine the effect of asthma educational package based on Orem’s self-care model on the development of self-care activities of children with asthma.Subjects and Methods: a quasi-experimental study conducted on a purposive sample of 106 children with bronchial asthma in pediatric outpatient clinic at Zagazig University hospital. The research tools used in this study were demographic characteristics of studied children. Asthma triggers inventory, asthma knowledge questionnaire, asthma self-management questionnaire, asthma Self-Efficacy regarding self-management of asthma, medication adherence, and inhaler technique observation checklist and health instruction guidelines.Results: the results showed that after the training intervention self-efficacy, asthma management, adherence of asthmatic children to medications were significantly increased (p > 000). The study findings concluded that the asthma education program improved all aspects of self-efficacy and activities of asthma management after program implementation.Conclusion: the educational program based on Orem’s self-care model successfully improves the performance of inhaler use. The study indicates that self-care activities were efficient among children with asthma after implementation of program.Recommendations: it suggested to conduct Orem’s self-care model for children with bronchial asthma and to replicate the study in many settings to support its effectiveness.

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van der Meer, Victor. "Internet-Based Self-management Plus Education Compared With Usual Care in Asthma." Annals of Internal Medicine 151, no. 2 (July 21, 2009): 110. http://dx.doi.org/10.7326/0003-4819-151-2-200907210-00008.

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Wofford, James, Sheila Stevens, and Karla Brown. "Teaching asthma self-assessment through computer-assisted patient education: a pilot study." Primary Care Respiratory Journal 20, no. 2 (March 28, 2011): 218. http://dx.doi.org/10.4104/pcrj.2011.00026.

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Roberts, Eric, Barbara Velsor-Friedrich, and Vicki Keough. "Implementation of an Asthma Self-Management Education Guideline in the Emergency Department." Advanced Emergency Nursing Journal 40, no. 1 (2018): 45–58. http://dx.doi.org/10.1097/tme.0000000000000177.

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Journal articles on the topic 'Asthma self mangement education'

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