Asthma Education Simulations Impact on the Educator's Self-Confidence and Self-Perception of Efficiency Regarding the Use of Learning Strategies

Abstract

Background:

Asthma education is the gateway to improve patient adherence to self-management and improve outcomes. Educators should impart knowledge using evidence-based learning strategies that impact behavior and empower self-management. Learning strategies include teach-back method (TBM), teach-to-goal (TTG), and motivational interviewing (MI). Practicing MI within a controlled environment with observation is crucial to ongoing development. Asthma education simulations that focus on learning strategies have not been routinely used during educator training.

Methods:

This study was not deemed human subject testing by the local IRB. A comprehensive education program for respiratory therapists (RT) educators who provide asthma education was implemented. The program consisted of e-learning, interactive classroom time, and simulated education sessions. Twenty-one RTs provided individual asthma education to a simulated family (SF). Participants observed each other's interactions via live feed and were provided feedback from a facilitator, peers, and the SF. RTs were given a questionnaire and asked to rate, pre/post simulation, their self-perception of efficiency related to assessing patient adherence to medications, discussing barriers/intervention strategies to adherence, and the use of elements of MI. RTs were also asked to rate their self-confidence in the use of MI pre/post simulations.

Results:

The mean score for self-perception of efficiency increased from 34. 1 (SD = 6.5) to 41.5 (SD = 7.6) post simulation. The mean score for self-perception of confidence increased from 11.6 (SD = 3.0) to 18.5 (SD = 3.8) post simulation.

Conclusions:

Simulated asthma education sessions as part of a comprehensive education program appear to increase RT educator's self-perception of efficiency and self-confidence.