Development and evaluation of a school-based asthma educational program

ABSTRACT

Objectives: To develop, implement, and evaluate the effects of a school-based asthma educational program on Saudi primary school teachers' asthma awareness and competence in delivering asthma-related first aid interventions. Methods: An asthma educational intervention program entitled “School Asthma Action Program” (SAAP) was designed based on pedagogical principles and implemented among teachers randomly selected from girls' primary schools in Riyadh, Saudi Arabia. This pilot study employed a pre-test/post-test experimental design. A previously tested asthma awareness questionnaire and a custom-designed asthma competence score sheet were used to evaluate the effects of the educational intervention program on teacher's asthma awareness and competence in providing asthma-related first aid interventions at schools. Results: Forty-seven teachers from five different primary schools participated in the program. Of the 47 teachers, 39 completed both the pre- and post-program questionnaires. The SAAP improved teachers' awareness of asthma (teachers' median pre-program score was 11 (range 5–18) and their post-program score was 15 (range 7–18), p < 0.001) and their attitudes toward asthma management at schools (teachers' median pre-program score was 74 (range 15–75) and their post-program score was 75 (range 15–75), p = 0.043). Further, it improved teachers' competence in providing asthma-related first aid interventions (teachers' mean pre-program score was 1.4 ± 2.3 and their mean post-program score was 9.8 ± 0.5, p < 0.001). After completing the SAAP, a high proportion of teachers reported increased confidence in providing care to children with asthma at school. Conclusion: School-based asthma educational programs can significantly improve teachers' knowledge of asthma and their competence in providing asthma-related first aid interventions during emergencies.

KEYWORDS:

• Asthma
• asthma awareness
• asthma education
• asthma first aid
• competence
• primary schools
• school teachers

Acknowledgments

The authors would like to acknowledge all school teachers who participated in this study and the Faculty of Pharmacy, University of Sydney, Australia for providing infrastructural support.

Declaration of interest

All authors of this article declare that they have no conflicts of interest. The authors are responsible for the content and writing of this article.

Funding

The authors would like to thank King Saud University, Kingdom of Saudi Arabia for its supporting funds.

ORCID

Noha Abdullah Al Aloola http://orcid.org/0000-0001-9666-5426

Maya Saba http://orcid.org/0000-0001-5101-8882

Lisa Nissen http://orcid.org/0000-0001-5826-4605

Bandana Saini http://orcid.org/0000-0002-0674-5017