Findings from a community-based asthma education fair for Latino caregivers

Abstract

Objective: To assess limited English proficiency (LEP) asthma caregiver quality of life (QoL), skills retention and healthcare utilization after an asthma education fair (AEF). Methods: A language concordant AEF was conducted at a Latino community center. LEP caregivers of children 1–12 years old and an established asthma diagnosis participated in three skill stations: (a) medication recognition and administration, (b) peak flow use (if child ≥ 5 years) and (c) action plan dissemination. Spacers, peak flow meters and individualized action plans were distributed. A validated, pediatric asthma caregiver quality of life questionnaire (PACQLQ-Spanish version) was administered. Baseline data was compared to follow-up interview data at three and six months after the AEF. Mean PACQLQ scores were analyzed with Wilcoxon signed-rank test and nominal paired data with McNemar’s test. Results: We analyzed data from 18 caregivers able to speak English well (22%), not well (28%) or not at all (50%). After three months, improved caregiver QoL was experienced (51 vs. 72, p < 0.01). No differences were observed in medication recognition, spacer and peak flow use or peak flow interpretation. After six months, mean school days missed due to asthma decreased (4.1 vs. 0.4, p < 0.01). Mean clinic visits, emergency department visits and hospitalizations remained unchanged. Conclusions: Implementation of a community-based AEF with action plan administration can be beneficial for LEP caregivers and their children. QoL improvements to emotional wellbeing and activity limitations were observed, and lower rates of school absenteeism were reported. Caregiver ability to accurately identify medications was not enhanced.

• Asthma
• community-based participator research
• Latino health
• pediatrics
• quality of life

Acknowledgements

Poster presentation: Eastern Society for Pediatric Research – Philadelphia, PA. March 2014.

Declaration of interest

Support for this publication was made possible by a Child Health Innovation Grant funded by the Children’s Fund of Connecticut, the Yale Center for Clinical Investigation and CTSA Grant Number UL1 TR000142 from the National Center for Advancing Translational Science (NCATS), components of the National Institutes of Health (NIH) and NIH roadmap for Medical Research. The contents are solely the responsibility of the authors and do not necessarily represent the official view of NIH.