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

• Published in: Canadian Respiratory Journal
• Main Authors: Douglas, Maureen L, McGhan, Shawna L, Tougas, Danielle, Fenton, Nancy, Sarin, Christopher, Latycheva, Oxana, Befus, A Dean
• Other Authors: Health Canada
• Format: Article in Journal/Newspaper
• Language: English
• Published: Wiley 2013
• Subjects: First Nations
• Online Access: http://dx.doi.org/10.1155/2013/260489; http://downloads.hindawi.com/journals/crj/2013/260489.pdf; https://onlinelibrary.wiley.com/doi/pdf/10.1155/2013/260489

BACKGROUND: 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.