The value of peer interactive education in improving the disease self-management of school-age asthmatic children

Objective To evaluate the value of peer interactive education in improving school-aged children asthma disease self-management ability. Methods Thirty-nine asthmatic children (age 8 to 14 years) participating rehabilitation program were chosen. During the convalescent period without parental guardianship, peer interaction asthma education (peer participation and interactive guidance) was carried out. Questionnaires were conducted before and after the study on asthma knowledge, asthma treatment methods and asthma management awareness. Results Recognition their own allergens (Z=-4.088, P<0.001), treating allergic rhinitis (Z=-2.806, P=0.007), treating asthma episodes (Z=-2.864, P=0.004), treating food allergies (Z=-3.480, P=0.001), treating skin allergies (Z=-3.517, P=0.001), using asthma inhalation device (Z=-2.726,P=0.006) and the peak flow meter (Z=-3.708, P<0.001), and understanding sport management of asthma (Z=-2.795, P=0.005) were significantly improved after the study than before. The comprehensive understanding of allergic symptoms and the ability to identify peer symptoms were improved, but there was no significant difference. After the study, the number of patients who knew that inhaled salbutamol was the first choice for the treatment of acute asthma attack (27/31) was significantly increased than that before (12/31). The number of people with the awareness of dynamic observation increased by 1.12 times (70 vs. 33). Conclusion Peer interaction asthma education can effectively improve children's asthma knowledge level and disease self-management ability, which should be carried out in the standardized management of asthma.