A Review of School Nurses’ Self-Efficacy in Asthma Care

Abstract

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 in asthma care. The purpose of this integrative literature review is to gain a greater understanding of school nurses' self-efficacy in asthma care. Themes and topics in the current school nursing literature regarding self-efficacy 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' self-efficacy and promote positive student health outcomes is needed. Asthma, the school-aged child and the role of the school nurse Asthma is a chronic lung disease that affects approximately six million children in the United States and accounts for nearly 14 million missed school days (Center for Disease Control (CDC), 2017). It may negatively affect academic achievement in school-aged children and lead to poor academic performance and increased dropout rates (Basch, 2011; Fowler, Davenport, & Garg, 1992). It is strongly associated with absenteeism (Cicutto, Gleason, & Szefler, 2014; Hollenbach & Cloutier, 2014), as approximately 36,000 children miss school each day due to asthma symptoms. Low-income students comprise a majority of children with asthma who miss school (Meng, Babey, & Wolstein, 2012). Proper asthma care management of children with asthma is vital for their social (Rhee, McQuillan, Chen, &

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