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首页> 美国卫生研究院文献>Journal of the American Medical Informatics Association : JAMIA >Impact of a Computer-assisted Education Program on Factors Related to Asthma Self-management Behavior
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Impact of a Computer-assisted Education Program on Factors Related to Asthma Self-management Behavior

机译：计算机辅助教育程序对与哮喘自我管理行为有关的因素的影响

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>Objective: To evaluate Watch, Discover, Think and Act (WDTA), a theory-based application of CD-ROM educational technology for pediatric asthma self-management education.>Design: A prospective pretest posttest randomized intervention trial was used to assess the motivational appeal of the computer-assisted instructional program and evaluate the impact of the program in eliciting change in knowledge, self-efficacy, and attributions of children with asthma. Subjects were recruited from large urban asthma clinics, community clinics, and schools. Seventy-six children 9 to 13 years old were recruited for the evaluation.>Results: Repeated-measures analysis of covariance showed that knowledge scores increased significantly for both groups, but no between-group differences were found (P = 0.55); children using the program scored significantly higher (P < 0.01) on questions about steps of self-regulation, prevention strategies, and treatment strategies. These children also demonstrated greater selfefficacy (P < 0.05) and more efficacy building attribution classification of asthma self-management behaviors (P < 0.05) than those children who did not use the program.>Conclusion: The WDTA is an intrinsically motivating educational program that has the ability to effect determinants of asthma self-management behavior in 9- to 13-year-old children with asthma. This, coupled with its reported effectiveness in enhancing patient outcomes in clinical settings, indicates that this program has application in pediatric asthma education.
机译：>目的：要评估观察，发现，思考和行动（WDTA），这是一种基于理论的CD-ROM教育技术在小儿哮喘自我管理教育中的应用。>设计：前瞻性前测后测随机干预试验用于评估计算机辅助教学计划的动机，并评估该计划对引起哮喘儿童知识，自我效能和归因的改变的影响。从大型城市哮喘诊所，社区诊所和学校招募受试者。招募了76名9至13岁的儿童进行评估。>结果：重复测量的协方差分析表明，两组的知识得分均显着提高，但未发现组间差异（P = 0.55）；使用该程序的孩子在有关自我调节的步骤，预防策略和治疗策略的问题上得分较高（P <0.01）。与未使用该程序的儿童相比，这些儿童还表现出更高的自我效能感（P <0.05）和哮喘自我管理行为的效能建立归因分类（P <0.05）。>结论：一种具有内在动机的教育计划，能够影响9至13岁哮喘儿童的哮喘自我管理行为的决定因素。结合其在临床环境中提高患者预后的有效性报告，表明该程序已在小儿哮喘教育中得到应用。

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