Impact of Nurse-Led Asthma Intervention on Child Health Outcomes: A Scoping Review

Autor/inn/en	Kindi, Zainab Al; McCabe, Catherine; McCann, Margaret
Titel	Impact of Nurse-Led Asthma Intervention on Child Health Outcomes: A Scoping Review
Quelle	In: Journal of School Nursing, 38 (2022) 1, S.84-97 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kindi, Zainab Al)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8405
DOI	10.1177/10598405211003303
Schlagwörter	School Nurses; Role; Diseases; Child Health; Intervention; Program Effectiveness; Elementary Secondary Education; Self Management; Drug Therapy; Health Education; Symptoms (Individual Disorders); Attendance; Knowledge Level; Compliance (Psychology) + Suchen Sie Ihr Suchwort? Rollen; Disease; Krankheit; Selbstmanagement; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Psychiatrische Symptomatik; Anwesenheit; Wissensbasis
Abstract	Given the leading role school nurses occupy within the school setting, they are often the most suited health care professionals to lead asthma programs. However, most school-based asthma programs have been conducted by researchers outside the school setting. Thus, we aim to determine what is currently known about the type of school nurse-led asthma intervention programs and their impact on children's asthma-related outcomes. This article describes published literature on school nurse-led asthma intervention programs for the school-aged population using Arksey and O'Malley's scoping review framework. A search strategy was developed and implemented in six electronic databases from 1980 to 2020. Results showed that school nurse-led asthma programs were predominantly educational interventions. Yet given the positive outcomes of school nurse-led asthma interventions reported across the articles reviewed, it is important to emphasize the leadership role school nurses assume in asthma programs, to promote more positive asthma-related outcomes in school children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01