Asthma Education Program for First Nations Children: An exemplar of the Knowledge-to-Action Framework

dc.contributor.authorDouglas, Maureen L
dc.contributor.authorMcGhan, Shawna L
dc.contributor.authorTougas, Danielle
dc.contributor.authorFenton, Nancy
dc.contributor.authorSarin, Christopher
dc.contributor.authorLatycheva, Oxana
dc.contributor.authorBefus, A Dean
dc.date.accessioned2018-09-27T11:41:52Z
dc.date.available2018-09-27T11:41:52Z
dc.date.issued2013-01-01
dc.date.updated2018-09-27T11:41:52Z
dc.description.abstractBACKGROUND: The prevalence of asthma in Aboriginal children is 6% to 14%. Gaps in knowledge regarding asthma and its management exist in First Nations (FN) communities, and culturally relevant education and resources are required. Studies have recommended that the children’s asthma education program, the ‘Roaring Adventures of Puff’, be modified through partnership with FN communities to be culturally appropriate.OBJECTIVE: To adapt this knowledge tool and design an effective implementation process for FN knowledge users (children with asthma and care providers), guided by the Canadian Institutes of Health Research knowledge translation framework.METHODS: The problem was identified, knowledge was identified/reviewed/selected (literature review); knowledge was adapted to the local context (FN working and advisory groups); barriers to knowledge use were assessed (by knowledge users); and interventions were selected, tailored and implemented (modified curricula and the creation of a new activity book and web-based resources, and regional coordinators, asthma educator mentors and community teams were recruited).RESULTS: Major outcomes were the adapted tools and blueprints for tailoring implementation. Additional outcomes were preliminary observations and outputs from the iterative processes, including information about local context and barriers. Specific additions were roles for community members supported by asthma educators (applying FN teaching models and addressing health care demands); relevant triggers (addressing knowledge gaps); and FN images and stories, themes of circle, sacred teachings, nature and family/elders (culture and addressing low reading levels).CONCLUSION: The framework model provides a logical, valuable tool for adapting a knowledge tool and implementation process to new knowledge users. Future research should measure uptake, effect on health outcomes of FN asthma sufferers and sustainability.
dc.description.versionPeer Reviewed
dc.identifier.citationMaureen L Douglas, Shawna L McGhan, Danielle Tougas, et al., “Asthma Education Program for First Nations Children: An exemplar of the Knowledge-to-Action Framework,” Canadian Respiratory Journal, vol. 20, no. 4, pp. 295-300, 2013. doi:10.1155/2013/260489
dc.identifier.doihttps://doi.org/10.1155/2013/260489
dc.identifier.urihttp://hdl.handle.net/1880/108270
dc.identifier.urihttps://doi.org/10.11575/PRISM/44554
dc.language.rfc3066en
dc.rights.holderCopyright © 2013 Hindawi Publishing Corporation. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
dc.titleAsthma Education Program for First Nations Children: An exemplar of the Knowledge-to-Action Framework
dc.typeJournal Article
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