As afore-mentioned, knowledge deficit is a major problem facing the management of pediatric asthma. Asthma management cannot be optimal devoid of a proper understanding of various self-efficacy and asthma monitoring skills. This explains why an asthma education program for this patient population is quite promising in terms of addressing the problem. Imparting this new knowledge (knowledge on asthma management and self-efficacy) can be viewed under the lens of the Diffusion of Innovations Theory by Everett Rogers. This theory is pretty relevant and in line with this EBP project since it essentially seeks to transmit new ideas or new knowledge (Glanz, Rimer & Viswanath, 2015). As a theoretical model, it arguably guides the entire change model since it places the change initiator/advocator at a strategic point in terms of understanding the audience/patient population and as such, fosters a better understanding of the ingredients to bring on board at each step that annotates this change model (Sharma & Romas, 2011).
The Diffusion of Innovations Theory represents a five-step process that is characterized by five basic phases or stages that guide change. These steps include; knowledge, persuasion, decision, implementation and finally, confirmation (Sharma & Romas, 2011).
Contextually, the first stage (knowledge stage) of implementing change, is characterized by mere awareness about an idea, but lacks an in-depth understanding of how to go about implementing the idea. In this regard, in this EBP project, the first step would be to create awareness about asthma and self-efficacy through communicating to the target group. This would be simply intended to trigger interest or enthusiasm-something that helps in the achievement of the next step, which is persuasion. The persuasion stage of this change would basically involve building upon the interest or passion that has been created in the first stage (Glanz, Rimer & Viswanath, 2015). Considering that this is a pediatric or juvenile population, it would be prudent to help them in quenching their thirst for this new knowledge through providing educative materials such as brochures and posters that bear information about how asthma can be managed through simple steps. The core intention of persuading this group would be to arouse an internal urge or intrinsic motivation towards knowing more about asthma self-management and subsequently, making the decision as to whether the new ideas are acceptable or should discarded. In this line, the next step under this theoretical model is decision-making. Decisions made can be positive or negative, but as an implementer, the primary objective is to foster positive decision-making through supporting the adoption of the new idea. In this regard, it is of utmost importance to take this pediatric population through a cost-benefit analysis of making the change (Glanz, Rimer & Viswanath, 2015). A cost-benefit analysis is pretty essential in unearthing the benefits of self-management of asthma and hence, an incentive for adopting this change. It is natural for human to favor or prefer changes that promise more rewards or benefit than harm. The benefits of self-management of asthma outweigh the risks and as such, it is expected that this target population would be enticed to adopt and incorporate this new change into their lifestyle.
The implementation stage involves the practical application of the newly acquired ideas and in this context, it is the wish of the implementer to see this target group, practicing the new skills in their day to day lives (Nutbeam, Harris & Wise, 2010). This is basically through, undertaking various self-efficacy or self-management of asthma roles such as avoiding the asthma triggers (dust, pollen grains and animal dander), undertaking the relevant environmental modifications and using preventive measures such as the use of inhalers. Achieving an optimal level of self-efficacy requires the intervention of the implementer and at this point it is important to exhaust all strategies to guide this pediatric group in undertaking asthma self-management tasks. For instance, the use of illustrative diagrams, use of simulation-based learning and role-playing can go a long way in instilling these skills and hence making their implementation at an individual level smooth.
The final stage of this process is confirmation and seeks to sustain the newly-acquired behavior on a long-term basis (Nutbeam, Harris & Wise, 2010). As such, in this context, this would be achieved through establishing a post-intervention relationship or liaison with the patient population. This would ensure constant exchange of ideas and offering any post-intervention assistance that may be required by the individual patients. This would serve the purpose of addressing the challenges that would present on the way of implementing and sustaining this change on a long term basis.
References
Glanz, K., Rimer, B. K., & Viswanath, K. (Eds.). (2015). Health behavior: Theory, research, and practice. John Wiley & Sons.
Nutbeam, D., Harris, E., & Wise, W. (2010). Theory in a nutshell: a practical guide to health promotion theories (pp. no-no). McGraw-Hill.
Sharma, M., & Romas, J. A. (2011). Theoretical foundations of health education and health promotion. Jones & Bartlett Publishers.
