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Assessing Teachers' Confidence in Im...
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ProQuest Information and Learning Co.
Assessing Teachers' Confidence in Implementing Food Allergy Emergency Plans.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
Assessing Teachers' Confidence in Implementing Food Allergy Emergency Plans./
作者:
Hawkins, Keturah-Elizabeth Harriett.
面頁冊數:
1 online resource (153 pages)
附註:
Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.
Contained By:
Dissertation Abstracts International78-09B(E).
標題:
Health sciences. -
電子資源:
click for full text (PQDT)
ISBN:
9781369721317
Assessing Teachers' Confidence in Implementing Food Allergy Emergency Plans.
Hawkins, Keturah-Elizabeth Harriett.
Assessing Teachers' Confidence in Implementing Food Allergy Emergency Plans.
- 1 online resource (153 pages)
Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.
Thesis (Ph.D.)--Walden University, 2017.
Includes bibliographical references
Food allergies are an increasing health concern in the United States, affecting nearly 6 million children under the age of 18 years. Research has suggested that 18% of school-age children will have their first allergic reactions at school. Life-threatening allergic reactions experienced by children in the school setting are on the rise; however, little is known about how schools implement policies and practices in response to this issue. The purpose of this quantitative cross-sectional study was to narrow the knowledge gap by examining teachers' knowledge, ability, and confidence level caring for students with food allergies. Bandura's social cognitive theory, which holds that education and experience influence confidence implementing tasks, served as the framework that guided this research. The electronic survey was distributed to a convenience sample of 300 elementary school teachers; 93 respondents completed it. Eighty completed surveys were used in the analysis. Multiple linear regression models were constructed to analyze the relationships among confidence, education, and training related to food allergies. Results showed that teachers who lacked knowledge of food allergies also lacked confidence implementing food allergy plans. School personnel responsible for planning or revising food allergy response protocols can use these findings. The potential for positive social change includes identifying training opportunities, developing policies to sustain food allergy knowledge, and building the capacity of all school staff to implement life-saving measures when children are experiencing allergic reactions.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9781369721317Subjects--Topical Terms:
1179212
Health sciences.
Index Terms--Genre/Form:
554714
Electronic books.
Assessing Teachers' Confidence in Implementing Food Allergy Emergency Plans.
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Food allergies are an increasing health concern in the United States, affecting nearly 6 million children under the age of 18 years. Research has suggested that 18% of school-age children will have their first allergic reactions at school. Life-threatening allergic reactions experienced by children in the school setting are on the rise; however, little is known about how schools implement policies and practices in response to this issue. The purpose of this quantitative cross-sectional study was to narrow the knowledge gap by examining teachers' knowledge, ability, and confidence level caring for students with food allergies. Bandura's social cognitive theory, which holds that education and experience influence confidence implementing tasks, served as the framework that guided this research. The electronic survey was distributed to a convenience sample of 300 elementary school teachers; 93 respondents completed it. Eighty completed surveys were used in the analysis. Multiple linear regression models were constructed to analyze the relationships among confidence, education, and training related to food allergies. Results showed that teachers who lacked knowledge of food allergies also lacked confidence implementing food allergy plans. School personnel responsible for planning or revising food allergy response protocols can use these findings. The potential for positive social change includes identifying training opportunities, developing policies to sustain food allergy knowledge, and building the capacity of all school staff to implement life-saving measures when children are experiencing allergic reactions.
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