Effectiveness of a computer module to augment the training of school staff in the management of students with food allergies.
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ABSTRACT:
SUBMITTER: White L
PROVIDER: S-EPMC4352395 | biostudies-literature | 2015 Mar
REPOSITORIES: biostudies-literature
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Effectiveness of a computer module to augment the training of school staff in the management of students with food allergies.
White Laura L Aubin Judy J Bradford Carol C Alix Catherine C Hughes Laurette L Phipatanakul Wanda W
Annals of allergy, asthma & immunology : official publication of the American College of Allergy, Asthma, & Immunology 20150108 3
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Project description:Background and aimsSince Type 1 Diabetes (T1D) onset usually occurs at a young age, a relevant number of affected people attend school for most of their time; it is necessary that school personnel receive appropriate education and training. We aimed to evaluate the effectiveness of the online training program offered by IRCCS Istituto Giannina Gaslini during and after COVID-19 pandemic.MethodsThe Institute's Diabetes team offered an online training program to school staff of the Region during COVID-19 pandemic. A validated questionnaire was proposed to all the schools in which training meetings were held in the previous 2 years (2020-2021 and 2021-2022). The questionnaire consisted of four sections: Section 1 (Socio-demographical data), Section 2 (Theoretical knowledge on T1D), Section 3 (Confidence in handling T1D), and Section 4 (Practical skills and Glucagon Administration). To evaluate the effectiveness of the online training program, the answers between participants (Group A) and non-participants (Group B) were then compared.Results225 subjects from 19 schools participated in the survey. People who participated to the training (Group A, n = 53) demonstrated better T1D theoretical knowledge compared to non-participants (Group B, n = 154; p < 0.001). Group A revealed to feel more confident in the management of children with T1D during scholastic (p = 0.006) and extra-scholastic activities (p = 0.01), in supporting the children in the administration of insulin (p < 0.001) and in recognizing hypoglycaemia (p = 0.006). Moreover, results confirmed good levels of confidence among scholastic personnel who participated in the training of administration of glucagon in case of severe hypoglycaemia.ConclusionSchool staff who took part in the online training program on management of T1D showed better theoretical knowledge and better confidence in the management of daily needs and possible emergencies of students with T1D. It appears essential to offer educational programs on T1D for school staff by implementing the use of technological tools to reach a wider population. Moreover, it is advisable to offer a more practical approach, involving educational nurses.
| S-EPMC10794362 | biostudies-literature
Project description:To consider the possible links between food allergy and asthma.Food allergy and asthma coexist in many children, and recent studies demonstrate that having these comorbid conditions increases the risk for morbidity. Children with food allergies and asthma are more likely to have near-fatal or fatal allergic reactions to food and more likely to have severe asthma.Although a causal link has not been determined, increased awareness of the heightened risks of having both of these common childhood conditions and good patient/parent education and management of both conditions can lead to improved outcomes.
| S-EPMC3155248 | biostudies-other
Project description:BackgroundThe entire school community contributes to the safety of students with food allergy. We sought to determine the food allergy perceptions and education needs of parents, students and school staff, with the goal of enhancing food allergy education in schools.MethodsWith ethics approval from the University of Manitoba and participating school divisions, elementary school principals emailed SurveyMonkey® Questionnaire Links to their parent/caregiver contact list and school staff. We compared anonymous responses of parents of children with and without food allergy, students with and without food allergy, and parents and school staff using chi-squared tests.ResultsParticipants included 561 parents of school-age children (ages 7-12 years, 19% with food allergy), 61 students (23% with food allergy), and 203 school staff (62% teachers, 88% with experience managing food allergies in the classroom). Parents of children with and without food allergy considered food allergy when sending food to school (98% vs. 96%, p = 0.39). More parents of children with food allergy thought that greater information and awareness about food allergy was needed (74% vs. 44%, p < 0.0001). Students with food allergy were most interested (100%) in having other students learn not to bully and how to help during a reaction. Students without food allergy were most interested in learning how to prevent a reaction (70%). Fewer parents than school staff thought that food allergies in the classroom impacted teachers' time (2.1% vs. 21%, p < 0.0001) and that teachers knew how to treat allergic reactions to foods (34% vs. 94%, p < 0.0001). More parents than school staff thought that banning foods from classrooms kept allergic students safe (65% vs. 34%, p = 0.006) and that having a Food Allergy Educator speak at school would be helpful (99% vs. 67%, p < 0.0001).ConclusionsFood allergy education is necessary for the entire school community and should include parents of school-aged children with and without food allergy, students with and without food allergy, and teachers and school staff. These members of the school community recognized their own and others' needs for increased food allergy education and awareness in the school setting.
| S-EPMC9188203 | biostudies-literature
Project description:BackgroundFor many high school students, test anxiety is a prevalent issue that adversely affects their exam performance. Previous research has explored the effectiveness of mindfulness training in alleviating test anxiety; however, the lack of real-life exam scenarios and lengthy training sessions has limited its application. This study examines the effects of a brief, five-day mindfulness training and immediate session on enhancing students' mindfulness levels and reducing their test anxiety.MethodsThe participants were recruited and divided into an experimental group (n = 29) and a control group (n = 32). The experimental group underwent a daily eight-minute mindfulness training for five consecutive days, while the control group engaged in a passive waiting period. To assess changes in mindfulness levels and exam performance, two exams were administered before and after the five-day mindfulness intervention, accompanied by the completion of the Five Facet Mindfulness Questionnaire. To evaluate changes in test anxiety levels, the State Anxiety Inventory was filled out on days 1, 3, and 5 of the training.ResultsAfter five days of mindfulness training, the mindfulness group showed significant improvements in overall mindfulness levels (particularly in observing and describing skills), a significant reduction in test anxiety and notable improvements in exam performance. Furthermore, the effects on test anxiety were observed after just one training session.ConclusionsThe study demonstrates that a brief, five-day mindfulness training can significantly enhance mindfulness levels, reduce test anxiety, and improve exam performance in high school students. The positive effects on test anxiety were noticeable after a single session.
| S-EPMC11884040 | biostudies-literature
Project description:The development of healthy eating habits in adolescence is perceived as an effective strategy to avoid health problems in adulthood. The involvement of educational centres' governing boards, as well as the Educational State and Regional Administrations', may be necessary to create healthy food environments during the school day. The objective of this study is to identify the relationship between students' eating habits during the school day and sociodemographic, family and physical activity variables, as well as the existence of a school cafeteria. For this, a cross-sectional study in a stratified random sample of 8068 students of Public Secondary Education High Schools of Andalusia (Spain) has been carried out. The results show that students who are 14 years old or older are more likely to skip breakfast at home (odds ratio (OR): 1.81, 95% confidence interval (CI): 1.55-2.12) than those under this age. Students whose mothers do not have a university education are more likely to consume incomplete breakfasts (OR: 1.83, 95% CI: 1.26-2.65). Snacks with sweets (OR: 1.93, 95% CI: 1.67-2.23), candy in general (OR: 2.75, 95% CI: 2.38-3.19), and bagged crisps (OR: 3.06, 95% CI: 2.65-3.54) were more likely to be consumed in schools with a cafeteria. The factors that significantly influence the eating habits of secondary students in Andalusia include age, sex, parental level of education, physical activity and the existence of a cafeteria.
| S-EPMC7071212 | biostudies-literature
Project description:BackgroundThe nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda.MethodsTo quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored.Results53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated.ConclusionOur findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered.
| S-EPMC4716800 | biostudies-literature
Project description:Competencies of school health staff (SHS) members, including school nurses, are crucial to improving child and adolescent health. In Vietnam, although SHS members are dispatched to schools, they have limited training opportunities. This study identified SHS members' training needs in a province of Vietnam. A cross-sectional, online survey was conducted with 204 SHS members. The performance and importance of SHS members' competencies were measured using 59-items and rated by a 5-point Likert scale. SHS members' training priorities were analyzed using the Borich Needs Assessment and the Locus for Focus model. Controlling infectious disease was the highest training priority while implementing health promotion programs was of relatively low priority. The high-priority training needs identified could be rendered mandatory in policy for continuing education of SHS members. Awareness of the importance of health promotion, which has been emphasized globally, should also be promoted via school health policy. These findings could guide development of future training programs for SHS members.
| S-EPMC7432740 | biostudies-literature
Project description:IgE-associated food allergy affects approximately 3% of the population and has severe effects on the daily life of patients-manifestations occur not only in the gastrointestinal tract but also affect other organ systems. Birth cohort studies have shown that allergic sensitization to food allergens develops early in childhood. Mechanisms of pathogenesis include cross-linking of mast cell- and basophil-bound IgE and immediate release of inflammatory mediators, as well as late-phase and chronic allergic inflammation, resulting from T-cell, basophil, and eosinophil activation. Researchers have begun to characterize the molecular features of food allergens and have developed chip-based assays for multiple allergens. These have provided information about cross-reactivity among different sources of food allergens, identified disease-causing food allergens, and helped us to estimate the severity and types of allergic reactions in patients. Importantly, learning about the structure of disease-causing food allergens has allowed researchers to engineer synthetic and recombinant vaccines.
| S-EPMC4414527 | biostudies-literature
Project description:Recently, besides the focus on the medical diagnosis and therapeutic interventions for food allergy (FA), the psychosocial aspects of this frequent condition have also been investigated. The current systematic review aimed to explore and synthesize the scientific evidence published from January 2015 to April 2022 on Health-Related Quality of Life (HRQoL) among children and adolescents with FAs. Twenty-eight research studies were included in the review, which was conducted on three databases (PubMed, Scopus and Cochrane Library). In most studies, the scores indicate an average level of HRQoL for children and adolescents with FAs, with girls and older children being more negatively affected than boys and younger ones, respectively. Few studies compared HRQoL between children with FA and healthy children, with 3 of them showing worse HRQoL for children with FAs. Immunotherapy has been found to improve the QoL of children with FAs. Anaphylaxis history, number of FAs, additional allergies, number and severity of symptoms were identified as the main factors with a negative impact on QoL. More comparative studies on the HRQoL of children and adolescents with FAs and healthy populations or children with other chronic diseases are required in order to improve QoL of children with FAs.
| S-EPMC10047601 | biostudies-literature
Project description:BackgroundAs youth e-cigarette use has surged in the last several years, teachers and school administrators have reported challenges addressing student use of emerging e-cigarette products on school property. While federal policy prohibits smoking in U.S. schools that receive federal funding, school e-cigarette bans only exist where states or localities have acted. Little is known about school staff experiences with implementing these relatively new policies; this study examines associations between school e-cigarette policies and trainings on school staff awareness and intervention on student e-cigarette use.MethodsA national convenience sample of 1,526 U.S. middle- and high-school teachers and administrators was surveyed in November-December 2018. Among respondents who provided their job title and indicated that they worked in a school rather than a district (n = 1,480, response rate = 97.0%), separate logistic regressions examine associations of school policies and policy training with e-cigarette awareness and intervention on student e-cigarette use.ResultsDespite being the most popular e-cigarette at the time, fewer than half (47.5%) of respondents identified an image of a JUUL device as an e-cigarette. However, respondents reporting the presence of e-cigarette policies in their schools had higher odds of recognizing e-cigarettes (OR = 3.85, p<0.01), including photo recognition of JUUL (OR = 1.90, p<0.001). Respondents reporting e-cigarette policies also had higher odds of reporting intervention on student e-cigarette use (communicating with students about e-cigarette avoidance: OR = 2.32, p<0.001; reporting students had been caught using e-cigarettes at school: OR = 1.54, p<0.05). Among respondents reporting a school e-cigarette policy, those trained on the policy had higher odds of JUUL photo recognition (OR = 1.54, p<0.01). Respondents trained on e-cigarette policies also had higher odds of reporting intervention (communicating: OR = 3.89, p<0.001; students caught using e-cigarettes: OR = 2.71, p<0.001).ConclusionsAs new tobacco products enter the market, school policies may be important tools to raise school personnel awareness of and intervention on emerging e-cigarette product use. However, policy adoption alone is not sufficient; policy training may further aid in recognition and intervention upon student use of e-cigarettes at school.
| S-EPMC8926190 | biostudies-literature