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Record identifier : 565874
Personal Name - Primary Intelectual Responsibility : Fontamillas, Sally G
Title and statement of responsibility : The effects of a classroom-based asthma education curriculum on asthma knowledge, attitudes, self-efficacy, and quality of life among adolescents [Thesis]
Publication, Distribution,Etc. : Loma Linda University, 2002
Language of the Item : eng
Dissertation of thesis details and type of degree : Dr.P.H.
Body granting the degree : , Loma Linda University
Summary or Abstract : Asthma education interventions primarily target young children and adults. A gap in education coverage exists in the adolescent population where peers may have more impact on behaviors. Published literature suggests a need for theory-based research regarding the effects of asthma education on adolescents with asthma and better interventions for adolescents. The social cognitive theory was used to assess whether a classroom-based asthma education curriculum would improve asthma knowledge and attitudes among 10th grade students as well as improve the quality of life and self-efficacy among students who have asthma. The sample consisted of 122 10th grade health academy students in two high schools, 65 students in School One and 57 students in School Two. Twenty-four (20 ) reported having doctor-diagnosed asthma. The research was based on a nonequivalent control group design with delayed intervention (three-week delay) in one group. Self-administered questionnaires measured asthma knowledge, attitudes, quality of life, and self-efficacy at pre-intervention and at one week, three weeks, and six weeks post-intervention. Asthma knowledge mean scores (from 44 , SD = 14.21 to 62 , SD = 12.84; p = 0.001) and self-efficacy mean scores (from 4.20, SD = 0.47 to 4.43, SD = 0.30; p = 0.001) significantly improved for students who received the intervention. Most students held favorable attitudes towards asthmatics (on a 1-6 scale) both before (4.44, SD = .82) and after the intervention (4.23, SD = .66). There were also slight, nonsignificant improvements in quality of life among asthmatic students. This study showed that the asthma curriculum had a significant impact on knowledge among asthmatic and nonasthmatic students, and on self-efficacy among the asthmatic students at the high school level. This study also demonstrated that asthma education, based on a theoretical framework, can be effectively incorporated into a traditional high school curriculum..
Information of biblio record : TL
 
 
 
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