|
|
||||||||
Guest Access | Sign In via User Name/Password |
|||||||||
* From The Infant Welfare Society of Chicago, Chicago, IL.
Correspondence to: Diana Wright, ND, CPNP, The Infant Welfare Society of Chicago, 1931 N Halsted St, Chicago, IL 60614
| Introduction |
|---|
|
|
|---|
During the last few years, the staff at the Infant Welfare Health Center perceived an increase in the number of patients with asthma. At the same time, they found themselves inadequately prepared to provide asthma education and support that was bilingual and culturally sensitive. In 1996, Infant Welfare began to receive asthma-specific funding from two local philanthropic organizations. While one of the awards is primarily dedicated to covering the costs of providing patients with free asthma medications, spacers, and peak flowmeters, both awards have made it possible for Infant Welfare to develop a comprehensive asthma management program. At the start, the funds covered the services of a pediatrician, who dedicated several hours per week to asthma care. However, as the number of patients with asthma continued to rise, it became increasingly difficult for the medical staff to provide appropriate and necessary asthma education. None of the practitioners were fluent in Spanish or understood the cultural sensitivities associated with a chronic illness such as asthma. It soon became clear that they needed additional support staff, and the funds were redirected to cover the cost of a full-time asthma health educator as well as an Americorps member to assist the asthma educator with day-to-day tasks.
The role of the educator is to provide one-on-one comprehensive education for newly diagnosed patients and their caregivers, as well as review of key topics when patients come in for follow-up. The health educator also conducts group classes on Saturday mornings. For patients with more involved asthma, the educator conducts home visits for the purpose of environmental assessment.
| The Asthma Education Fair |
|---|
|
|
|---|
On the day of the fair, the entire clinic is closed, and the facility is set up as a series of stations. As patients negotiate the various stations, they receive education about asthma triggers, medications, peak flow monitoring, and inhaler and spacer technique. The children also attend a session on "how to express your feelings," conducted by a mental health worker. Health-care providers conduct exams, review each patient's patterns of health-care utilization and asthma action plan, administer flu shots, and distribute asthma medications. The staff provides bilingual written materials for all aspects of asthma education.
| Monitoring and Evaluation: The Asthma Task Force |
|---|
|
|
|---|
The task force is also beginning to understand how to characterize and monitor their asthma patient population. The asthma health educator is responsible for maintaining a database of information on each patient that includes such items as duration of illness, triggers, medications, and health-care utilization. The next challenge is to develop a better system for tracking patient follow-up. The group has put in place a policy of coding for asthmaeven when the child comes into the clinic for well-child check-ups or other problems. It is hoped that this will keep the mailing list of asthma patients up to date.
Through comprehensive education and quarterly follow-up, the Asthma Task Force of the Infant Welfare Society hopes to make a significant impact on improving asthma morbidity in the communities they serve.
| Footnotes |
|---|
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH | TABLE OF CONTENTS |