Exploring the Supportiveness and Preparedness of Child Care Settings for Children with Asthma: A Needs Assessment
Notice bibliographique
Résumé
BACKGROUND: The role of child care centers has increased to extreme importance as the majority of young children are in some form of child care setting. Child care centers are increasingly faced with providing health-related care to children with asthma. PURPOSE: The purpose of this study was to examine child care workers' perceived knowledge and confidence and their perceptions of their child care setting's preparedness to handle asthma-related issues. Methods. The study used a cross-sectional postal survey design that followed a modified Dillman's protocol. Questionnaires were sent to staff in 235 randomly selected child care centers across four Ontario public health regions. The questionnaire assessed several asthma-related areas: identifying and caring for children with asthma, emergency plans for asthma, and confidence in ability to handle asthma-related issues. RESULTS: A total of 489 (69% overall response rate) questionnaires were returned and 180 centers (76.6%) of the 235 child care centers participated. Most child care workers (67%) cared for a child with asthma, but only 21% ever received formal training on caring for a child with asthma. When asked about having an emergency plan for a child having an asthma flare-up/attack, 52.3% of the workers reported that their center lacked such a plan or they were unaware of it. Many (45%) reported feeling uncertain about how to manage worsening asthma. The area of trigger identification and management was also an issue regarding child center preparedness: 43.6% of centers had a plan or process and 48% of staff felt uncertain of their abilities in this area. Child care workers who reported receiving formalized training were more likely to have higher confidence scores in their ability to handle asthma-related issues compared with those who did not receive training in many areas. CONCLUSIONS: Gaps in asthma care preparedness exist within the child care system. The provision of formalized learning opportunities is one strategy that could narrow these gaps.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».