Winnipeg-based elementary school teachers’ perspectives on food allergy management and practices: a qualitative investigation
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Notice bibliographique
Résumé
Introduction Food allergy affects approximately 7.0% of children worldwide. Children spend most of their waking hours at school, yet, teachers, who have the majority of contact with children during all school day, have variable food allergy-related knowledge. Objective We aimed to identify how Winnipeg-based elementary school teachers manage food allergic reactions in their classrooms and schools. Methods Winnipeg-based public and private school teachers who taught Kindergarten to Grade 6 were recruited via social media and word-of-mouth, and were interviewed virtually consent. Interviews were recorded and transcribed verbatim. The study followed a pragmatic framework. Data were analysed via thematic analysis. Member checking was done to enhance study rigour. Results We interviewed 16 teachers, who taught primarily public school and between Kindergarten Grade 3. The manuscript presents four identified themes. Theme 1 (“Each classroom is a case-by-case basis”) describes the minimal standardization and inconsistent policies and education between and within schools. Theme 2 (Food allergy-related knowledge, experience and supports shape teachers’ confidence) reflected teachers’ variable confidence/perceived food allergy knowledge. Theme 3 (Food allergy could be a more prominent conversation for teachers to “debunk the myths”) captured the lack of standardized food allergy education for teachers. Theme 4 (Communication between all parties is essential) described how teachers’ reliance on school staff, families and students to effectively communicate. The published paper presents two identified themes. Theme 1 (COVID-19 restrictions made mealtimes more manageable) depicted how pandemic-related restrictions, such as enhanced cleaning, handwashing, and emphasis on no food sharing, were deemed positively influencing food allergy management. Theme 2 (Food allergy management was indirectly adapted to fit changing COVID-19 restrictions) captured how food allergy management had to be adapted to pandemic restrictions. Teachers also had less nursing supports and virtual training. Conclusions Teachers’ food allergy management was informed by their knowledge and lived experience, guided by school policies, and students’ needs. Continuation of pandemic-related restrictions may enhance food allergy management in the classroom. Teachers unanimously wanted further food allergy education and training, and resources to improve communication gaps and language barriers. More training throughout the school year and multimedia resources may be beneficial.
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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 | 0,000 | 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 | 0,000 | 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 découle