Abstract
Background:
Asthma is one of the most common treatable diseases of childhood. Patient and family education for self-management and adherence to a treatment plan is key to gaining control of asthma and improving outcomes. Literature supports that knowledge of the asthma condition alone often does not increase patient adherence. Asthma control is dependent on both patient behavior and guideline-based therapies. Thus, educators should impart knowledge using evidence-based learning strategies that impact behavior and empower self-management. These learning strategies include teach-back method (TBM), teach-to-goal (TTG), and motivational interviewing (MI). Many healthcare organizations lack a comprehensive program to train asthma educators on these techniques.
Methods:
This study was deemed not human subject testing by the local IRB. Fifty observations taken from a respiratory therapist (RT), an asthma education provider, and patients/families were obtained. An assessment tool evaluated if all required topics were discussed and if strategies of TBM, TTG, and MI were utilized. The educators included 12 RTs who routinely perform asthma education.
Results:
Observations of asthma education encounters indicated RTs were consistent in providing patients/families with scripted information about asthma. Neither TBM, TTG, nor MI were previously part of initial training or competency assessments. Many of the RTs used various communication elements associated with motivational interviewing such as open-ended questions, but there were no interactions where the spirit, process, and communication skills related to MI were used together. The style of verifying inhaler technique varied.
Conclusions:
A comprehensive education program was warranted to teach RTs learning strategies. The program included e-learning, interactive classroom and education simulation sessions in a dedicated simulation center.
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