Effects of Self-Care Instruction on Asthmatic Children

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Abstract
The purpose of this study was to investigate the effects of a nursing instructional program designed to promote self-care in asthmatic children. A pretest-posttest control group design was used with a sample composed of 28 second, third, and fourth grade asthmatic children drawn from 12 schools in a southwestern United States school district. Half of the children (n = 13) were instructed in the self-administration of breathing exercises, self-medication, and basic knowledge of asthma and served as the experimental group. The other half (n = 15) were instructed only in the basic knowledge of asthma and served as the control group. Both instructional programs were conducted in groups, included both parents and children, and were held weekly over a 3- to 4-week period. The child's health locus of control and level of responsibility in self-care activities were measured before the initiation of the instruction and following its completion. Change scores of each of the measures were computed. Performance of the children who received self-care instruction was significantly greater in health locus of control when compared to those who received only factual information about asthma. No significant difference was found between the groups in asthma self-care activities, although children who received self-care instruction were reported to engage in more self-care activities. The results suggest that participation in a nursing intervention program oriented toward self-care may increase an asthmatic child's perception of his/her control over health or sickness in a period of three to four weekly meetings. This research provides implications for nurses, who are in an ideal position to conduct self-ca/e instructional programs for asthmatic children.