Implementation of individualized patient education for Hispanic children with asthma

Hendricson, William D.; Wood, Pamela; Hidalgo, Humberto A.; Ramirez, Amelie G.; Kromer, Megan E.; Selva, Martha; Parcel, Guy S.

doi:10.1016/0738-3991(96)00861-0

Cited by 22 publications

(25 citation statements)

References 17 publications

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“…Mostly, the samples selected for studies on programme efficiency consist of asthmatic subjects with moderate-to-severe asthma, because they are considered as a high-risk population [7,11,12,14,30]. Other examples of target population are minority groups, such as African-Americans, the Hispanic population, or people with socioeconomic problems and low education [34][35][36][37]. Common to these patient groups is that their asthma was not adequately controlled for by medication at the onset of the study.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of an individualised asthma programme directed at behavioural change

Put¹,

Bergh²,

Lemaigre³

et al. 2003

Eur Respir J

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An individualised asthma programme directed at behavioural change was evaluated in asthmatic subjects who reported complaints and impairment, despite adequate medical treatment.Mild-to-moderate asthma patients (n=23) were randomly assigned to a programme or waiting list condition. Outcome measures were: McMaster Asthma Quality of Life Questionnaire, Asthma Symptom Checklist, Negative Emotionality Scale, Knowledge, Attitude and Self-Efficacy Asthma Questionnaire, Adherence Scale, and peak flow measurements. Both groups were evaluated at three consecutive moments, each separated by 3 months; the programme was delivered between the first two evaluations. At onset the patient received a workbook containing information, exercises and homework assignments. Psycho-education, behavioural and cognitive techniques were introduced during six 1-h individual sessions.Compared with controls the programme group reported less symptoms (obstruction, fatigue), better quality of life (activity, symptoms, emotions), decreased negative affectivity, and increased adherence, immediately after finishing the programme and at 3 months follow-up. All three cognitive variables (knowledge, attitude towards asthma, self-efficacy) and day and night peak flow ratings improved in the programme group but not in the waiting list group.Participation in an individualised programme resulted in improvement of asthma morbidity, and asthma-related behaviour and cognitions, in subjects reporting symptoms and impairment despite adequate medical therapy. In addition to pharmacological therapy, education and self-management have become indispensable aspects in the treatment of asthma. In order to assist patient and physician in the integration of medical and behavioural therapeutic instructions, self-management programmes were developed [1,2]. By means of education and behavioural techniques, these programmes enhance the patient9s sense of self-control, personal responsibility for the treatment, and consider physician and patient as partners in the management of asthma.Several kinds of asthma programme have been developed, differing in terms of treatment components and outcome. Educating asthmatic subjects, or providing information on the pathophysiology of the illness and medication, results in increase of knowledge but not behavioural change nor decreased morbidity [3]. The development of step-care approaches to asthma management has been an important step towards simplification of asthma treatment. In this case, patients receive instructions consisting of treatment levels starting from baseline therapy, and ending up with consulting an emergency department, depending on the severity of their illness. The two most common elements of existing asthma programmes are education in addition to a self-management action plan for medication intake [4][5][6]. Therapeutic action plans can be based on changes in symptoms or changes in peakexpiratory flow rate (PEFR) [7][8][9][10]. In addition to self-management medical action plans and/or education, some p...

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Section: Discussionmentioning

confidence: 99%

Evaluation of an individualised asthma programme directed at behavioural change

Put¹,

Bergh²,

Lemaigre³

et al. 2003

Eur Respir J

View full text Add to dashboard Cite

show abstract

“…[1][2] Asthma may inhibit activities as a result of social isolation or restrictions imposed by health care providers or parents, affecting how well the adolescent copes with the illness. [3][4][5][6] From a social ecological perspective, chronic illness management is influenced by intrapersonal (self-efficacy, outcome expectations, cultural beliefs), interpersonal (parent-child relationship, doctor-patient relationship), and societal factors (income, education, access to care). [7][8] Successful adherence may be particularly problematic among young adolescents due to their short-term outlook and a developing ability to engage in abstract problem solving.…”

Section: Introductionmentioning

confidence: 99%

Asthma in Middle Schools: What Students Have to Say About Their Asthma

Ayala

Miller²,

Zagami

et al. 2006

J School Health

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Preadolescence involves cognitive, social, and physiological changes along with changes in the child's environment. During this developmental stage, young adolescents are transitioning into middle school, forming a larger social network, and managing parental expectations for assuming more responsibility for self-care. The impact of these developmental changes on asthma management is not well understood. The purpose of this study was to better understand asthma and asthma management from the perspective of middle school students. A partnership was formed between the university researcher, several school nurses, and a representative of the health department, through the Orange County Asthma Coalition. Funds were secured from the American Lung Association. School nurses helped to identify and recruit 50 middle school students with asthma to participate in focus groups. The focus-group discussions centered on asthma management with implications for intervention development. Analyses sought to identify developmental issues that affect management. Results indicated that the transition to middle school represents a challenge to managing asthma. As compared with the elementary school environment, support structures are broader and more diffuse, physical education is more demanding, and peer pressure is greater. Nevertheless, the desire for greater autonomy and independence in self-care was strong, particularly among eighth graders. Most interventions are designed for either children or adults, without recognizing the important developmental changes that are occurring in preadolescents with implications for asthma management. A school-based intervention in middle school may help students with asthma transition to greater autonomy of care, while easing transition in other domains of life.

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“…The interplay among awareness, self-observation, recording, and self-evaluation can enhance self-management by improving how individuals self-monitor or attend to their health (Wilde & Garvin, 2007). Self-monitoring has been used to enhance self-management in numerous chronic illnesses including diabetes (Davis & Alonso, 2004), asthma (Hendricson et al, 1996), heart disease (Halm & Penque, 2000) and cancer (Larson et al, 1999). …”

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confidence: 99%

Experiences of Self-Monitoring: Successes and Struggles During Treatment for Weight Loss

et al. 2009

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We interviewed 15 individuals who completed a behavioral weight loss treatment study with the aim of exploring participants' reflections on their feelings, attitudes and behaviors while using a paper diary to self-monitor their diet. Constant comparative and matrix analysis procedures were used to analyze interview data; the qualitative results were then interfaced with descriptive numerical data on individuals' adherence to self-monitoring and weight loss. Three categories of self-monitoring experience were identified (a) Well-Disciplined -those who had high adherence to self-monitoring, high weight loss and a "can do" positive approach, (b) Missing the Connection -those who had moderate adherence, moderate to low weight loss, and an "it's an assignment" approach without integrating self-monitoring into every day life, and (c) Diminished Support -those who had poor adherence, poor weight control, and were adversely affected by co-existing negative factors. Given the variations in how individuals integrated the process of self-monitoring, we need to consider individualizing self-monitoring strategies to improve adherence.

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Implementation of individualized patient education for Hispanic children with asthma

Cited by 22 publications

References 17 publications

Evaluation of an individualised asthma programme directed at behavioural change

Evaluation of an individualised asthma programme directed at behavioural change

Asthma in Middle Schools: What Students Have to Say About Their Asthma

Experiences of Self-Monitoring: Successes and Struggles During Treatment for Weight Loss

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