Using the Health Belief Model to Understand School Nurse Asthma Management

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, &

Section: Education and Training To Support Competence Confidence Anmentioning

confidence: 99%

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

McCabe

McDonald

Connolly

et al. 2018

“…Development of the questionnaires used in this study was previously discussed by Quaranta and Spencer (2015). Items from existing asthma tools were modified with permission to reflect the distinct needs of school nurses, to incorporate asthma guidelines as recommended by the Expert Panel Report 3, and to address issues identified in the literature impacting asthma management of school nurses.…”

Section: Questionnairesmentioning

confidence: 99%

Barriers to Asthma Management as Identified by School Nurses

Quaranta

Spencer

2016

Self Cite

Asthma rates are increasing in children. School nurses have opportunities to care for children with asthma but need to overcome barriers impacting their ability to manage asthma in the school setting. This study (a) assessed barriers present in the school setting, (b) determined the impact of barriers on performance of asthma management behaviors, and (c) determined the impact of barriers on importance ratings of asthma management behaviors, asthma self-efficacy, and asthma attitudes (N = 537). Results revealed 72% of the nurses reported at least one barrier. As numbers of barriers increased, performance of asthma management behaviors decreased. Significant relationships were found between specific asthma management behaviors and specific barriers. No significant relationships were found between barriers and asthma self-efficacy, asthma attitude, or importance ratings of asthma management behaviors. Removing barriers may allow the nurse to perform at greatest effectiveness, enhancing the positive outcomes that result from appropriate asthma management.

“…Prevalence of ADHD among Minnesota children with special health-care needs is only slightly lower at 29.8% (National Survey of Children with Special Health Care Needs [NS-CSHCN], 2009/2010). There is general consensus that the school nurse has a key role in the management and treatment of physical conditions, such as asthma (Carpenter et al, 2017; Quaranta & Spencer, 2015), and initiatives including both the Healthy Learner Model (Erickson, Splett, Mullett, & Heiman, 2006) and the Colorado Competency Framework for Asthma Care in schools (Cicutto et al, 2016) provide guidelines for implementation of school-based asthma care. However, despite family, school, and nurse consensus that the school nurse has a role in management of conditions linked to social and behavioral issues, such as ADHD, the scope of that role is much less clear (Bohnenkamp, Stephan, & Bobo, 2015).…”

Section: Introductionmentioning

confidence: 99%

School Nurse Perceptions of Nurse–Family Relationships in the Care of Elementary Students With Chronic Conditions

Brown

Looman

Garwick

2017

The purpose of this study was to explore school nurse perceptions of the nurse-family relationship in the care of elementary students with asthma and attention-deficit hyperactivity disorder (ADHD). A cross-sectional survey design was used to collect data from 97 school nurses in Minnesota. The Family Nursing Practice Scale measured nurses' perceptions of their family nursing practice. Bivariate analyses were conducted to compare scores by factors at the community, school, nurse, and child levels. Results suggest that school nurses have positive appraisals of their family nursing practice, though scores were generally lower in the context of ADHD compared to asthma. Participants with a graduate degree reported greater skill in working with families, whereas novice nurses reported less confidence working with families and less comfort initiating family involvement in care. Results suggest that interventions at the nurse and school levels may support enhanced family nursing practice by nurses caring for students with chronic conditions.