Mapping the Asthma Care Process: Implications for Research and Practice

Dima, Alexandra; Bruin, Marijn de; Ganse, Éric Van

doi:10.1016/j.jaip.2016.04.020

Cited by 27 publications

(25 citation statements)

References 70 publications

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“…Managing asthma is a challenging task as it requires sustained performance of numerous behaviors from patients, their relatives, and the health care providers involved in their care (Janssens& Ritz, 2013). Management of asthma and allergies consists of pharmacological management, combined with avoidance of triggers that cause symptom exacerbations (Dima et al, 2016). Considering that, in the therapeutic management of chronic diseases, training programs are very significant for patients and their caregivers, and the selection of a health education model is the first stage in the planning process.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of bronchial asthma educational package on asthma self-management among school age children based on Oremâ€™s self-care model in Zagazig city

Mersal

El-Awady

2017

IJANS

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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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Section: Introductionmentioning

confidence: 99%

Evaluation of bronchial asthma educational package on asthma self-management among school age children based on Oremâ€™s self-care model in Zagazig city

Mersal

El-Awady

2017

IJANS

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“…Based on asthma guidelines, empirical literature, and patient, health care professional and expert input, the logic model of asthma care can help better understand our results, as it underlines the role of asthma educators in influencing patients’ self-management skills, and in providing persons with asthma with feedback on health outcomes and behaviors [63]. In turn, patient education allows patients to better understand and manage their condition, and to achieve their optimal health potential [63]. …”

Section: Discussionmentioning

confidence: 99%

“…To the best of our knowledge, our team was the first to assess whether or not patient education had an impact upon decisional conflict in asthma patients. We believe that patient education–by relying on open-ended questions to elicit patient illness and treatment beliefs and by providing patients with feedback [63]–helped participants gain knowledge about inhaled controller medications and encouraged them to communicate their preferences and concerns. In turn, the intervention might have addressed two modifiable factors that contribute to decisional conflict: feeling uniformed and unclear about personal values in making decisions [54].…”

Section: Discussionmentioning

confidence: 99%

“…Again, based on the logic model of asthma care [63], we believe that asthma educators, by eliciting patient illness beliefs, and by providing patients with information and feedback on their self-management behaviors, helped patients acquire the knowledge, skills, and attitudes that were necessary to achieve their optimal health potential, and contributed to the collaborative participation that our DA was meant to foster more significantly than the DA itself. Nevertheless, educators reported that our DA helped them in eliciting participants’ concerns about inhaled controller medication use, and facilitated communication [30].…”

Section: Discussionmentioning

confidence: 99%

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Impact of Adding a Decision Aid to Patient Education in Adults with Asthma: A Randomized Clinical Trial

et al. 2017

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BackgroundNot providing adequate patient education interventions to asthma patients remains a major care gap. To help asthma patients and caregivers discuss inhaled controller medication use, our team has previously developed a decision aid (DA). We sought to assess whether adding this DA to education interventions improved knowledge, decisional conflict, and asthma control among adults with asthma.MethodsA parallel clinical trial (NCT02516449). We recruited adults with asthma, aged 18 to 65 years, prescribed inhaled controller medication to optimize asthma control. Educators randomly allocated participants either to the education + DA or to the education group. At baseline and two-month follow-up, we measured asthma knowledge (primary outcome) with a validated self-administered questionnaire (score –37 to +37). Secondary outcomes included decisional conflict and asthma control. Blinded assessors collected data. Between the two time points, the within- and between-group changes were estimated by generalized linear mixed models.ResultsFifty-one participants (response rate: 53%; age: 44 ± 13 years; women: n = 32) were randomized either to the education + DA group (n = 26) or to the education group (n = 25), and included in statistical analyses. Between baseline and follow-up, mean [95% CI] knowledge scores increased from 21.5 [19.9–23.2] to 25.1 [23.1–27.0] in the education + DA group (P = 0.0002) and from 24.0 [22.3–25.7] to 26.0 [24.0–28.0] in the education group (P = 0.0298). In both of the groups, decisional conflict and asthma control improved. There were no differences between groups.ConclusionsEducation improved knowledge, decisional conflict, and asthma control whether the DA was added or not.

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“…12,14–18 Proper inhaler technique education is therefore crucial for effective self-management of asthma and COPD. 13,19 …”

Section: Introductionmentioning

confidence: 99%

Developing a Virtual Teach-To-Goal™ Inhaler Technique Learning Module: A Mixed Methods Approach

Woodrick

Arora

et al. 2017

The Journal of Allergy and Clinical Immunology: In Practice

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Background Most hospitalized patients with asthma or chronic obstructive pulmonary disease (COPD) misuse respiratory inhalers. An in-person educational strategy, teach-to-goal (TTG), improves inpatients’ inhaler technique. Objective To develop an effective, portable education intervention that remains accessible to hospitalized patients post-discharge for reinforcement of proper inhaler technique. Methods A mixed methods approach at an urban academic hospital was used to iteratively develop, modify and test a virtual teach-to-goal™ (V-TTG™) educational intervention using patient end-user feedback. A survey examined access and willingness to use technology for self-management education. Focus groups evaluated patients’ feedback on V-TTG™’s access, functionality, and quality. Results Forty-eight participants completed the survey with most reporting having internet access; 77% used the internet at home and 82% used the internet at least once every few weeks. Over 80% reported they were somewhat or very likely to use V-TTG™ to gain skills to improve their health. Most participants reported smart phone access (73%); half owned laptop computers (52%). Participants with asthma versus COPD were more likely to own a smartphone, have a data plan, and have daily internet use (p<0.05). Nine focus groups (n=25) identified themes for each domain: access--platform and delivery, internet access, and technological literacy; functionality--usefulness, content, and teaching strategy; and quality-- clarity, ease of use, length, and likability. Conclusion V-TTG™ is a promising educational tool for improving patients’ inhaler technique, iteratively developed and refined with patient input. Patients in our urban, academic hospital overwhelmingly reported access to platforms and willingness to use V-TTG™ for health education. Primary Funding National Heart Lung and Blood Institute (NIH K23HL118151).

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Mapping the Asthma Care Process: Implications for Research and Practice

Abstract: The ACM model is of interest to both researchers and practitioners, and intended as a first version (ACM-v1) of a common framework for generating and translating research evidence in asthma care.

Cited by 27 publications

References 70 publications

Evaluation of bronchial asthma educational package on asthma self-management among school age children based on Oremâ€™s self-care model in Zagazig city

Evaluation of bronchial asthma educational package on asthma self-management among school age children based on Oremâ€™s self-care model in Zagazig city

Impact of Adding a Decision Aid to Patient Education in Adults with Asthma: A Randomized Clinical Trial

Developing a Virtual Teach-To-Goal™ Inhaler Technique Learning Module: A Mixed Methods Approach

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