Knowledge and experience of Primary Education teachers regarding childhood asthma: mixed study

Abstract

Objective: To analyze the knowledge of Primary Education teachers regarding asthma and learn about their experiences with the exacerbation of symptoms at school. Method: 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. Results: 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. Conclusion: Teachers showed insufficient knowledge and reported fear and unpreparedness in the face of the situation.

Chronic diseases and illness in schools: Teachers’ confidence in helping students with intellectual disabilities

“…[ 26 ] In Saudi Arabia, Al-Qurain and Alslman found that more than half of their sample in Saudi Arabia had no knowledge of providing first aid for asthma,[ 24 ] a finding similar to that ofBrosso et al . [ 27 ] in Brazil.…”