There were no statistically significant differences at post-test, controlling for pre-test values, for any of the study variables between the intervention (n = 51) and comparison groups (n = 35). After collapsing across groups, however, there were statistically significant improvements following the intervention for knowledge, intention, selected behaviorvariables, and self-efficacy. The evaluation of this theory-based asthma education intervention demonstrates the positive impact this curriculum can have on a sample of asthmatic adolescents.
This study applied the social cognitive theory, on knowledge, intention, behavior, self-efficacy, and self-consciousness, for the main purpose of evaluating the effects of an asthma education program on knowledge, self-effectiveness and self-awareness amid youth with asthma. This theory was applied in the following ways. Extra variables were evaluated which includes self-accounted asthma control behaviors (use of peak flow meters, holding chambers, and inhalers, trigger prevention and treatment observance) and objectives linked to the actions when youths are unaccompanied and when in the company of their friends.
The results obtained suggest that the theory chosen was effective in the study. Particularly, progress was established in knowledge and self-effectiveness from baseline to direct post intervention. Progress was established for the objective when unaccompanied from baseline to post program and from baseline to 5 weeks track record. Progress in holding chamber use were established from baseline to post program from baseline to 5 week track record. Progress was also established for the number of days a holding chamber was applied in the past week from baseline to 5 week track record. In these similar occasions, the holding chamber was used in combination to every day treatment more willingly than on account of enduring