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2014-15 Building Bridges Asthma Program Professional Development Unit

2014-15 Building Bridges Asthma Program Professional Development Unit. By: Sandi Schuessler Kepner Middle School. What new instructional strategies did I implement in my classroom/practice during the course of the PDU?.

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2014-15 Building Bridges Asthma Program Professional Development Unit

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  1. 2014-15Building Bridges Asthma ProgramProfessional Development Unit By: Sandi Schuessler Kepner Middle School

  2. What new instructional strategies did I implement in my classroom/practice during the course of the PDU? • Return Demonstration on Inhaler Technique: Health Office Visits and the designated beginning, middle and end of year BB visits were all opportunities to demonstrate and receive feedback on their inhaler technique from the School Nurse. This allowed for improved technique and reinforcement of good technique on a routine basis. • Handouts and posters: Helped students, parents and PE teachers increase vocabulary to help understand and describe the definition, symptoms and triggers of asthma. • PowerPoint Presentation: with the PE Teachers increased their knowledge of specific “green, yellow and red” asthma symptoms and helped identify a tool, the Asthma Action Plan (AAP), that was always accessible as a reference. They were also able to verbalize the action to be taken per the AAP. • Posters: placed in the Teachers Lounge and strategically in the Health Office supplemented and supported asthma care in the school and for students who have AAP.

  3. How did I apply the PDU strategies in my classroom? (examples) How did I collaborate with my team about implementing the PDU strategies? I was able to apply the strategies in the Health Office in the following ways: • In parent interviews I was able to give data per the Asthma Control Test (ACT) and Inhaler Technique score. • Letters to PCP ‘s data and feedback from observed and documented strategies that the Provider could comment on. Collaboration with Kepner staff and other BB team members occurred in the following ways: • Powerpoint and AAP discussion with PE Teachers • AAP sent to teachers via email each trimester and one-on-one follow-up if requested • BB visits, data entry and parent interviews completed with “protected time” support from BB Asthma Nurses & Paraprofessionals • Asthma and Allergy signs and symptoms and resource education with Nutrition Manager at Kepner • School Meal Modification (Medical Statement for Dietary Disability) implemented with follow-up with Children’s Hospital SCC Dietician for MI-S student

  4. What three strategies did I implement from the study section of the PDU? What strategy worked best? Why? • Getting to Know You Questionnaire • Asthma Action Plan • Asthma Control Test (ACT) The Asthma Control Test was not only a tool to monitor asthma control on a routine basis but it also allowed for on the spot education and coaching.

  5. What did I learn to do differently as a result of the PDU and strategy implementation in my classroom? Lesson Learned: ‘The path of least resistance…’ is not always the best path. Middle School is the intersection of interdependence and as students become more capable of self-care and understanding they are capable of more responsibility but still live on a sharp learning curve. I found that self carry contracts for inhalers is not the next step into asthma self care and independence. Instead, students prefer to have a safe place to store their inhalers and to have adult feedback on a multitude of questions as they try to navigate the social waters of independence.

  6. Why is this PDU action research process important to my students learning and to my growth as a professional (slide #1)?

  7. Why is this PDU action research process important to my students learning and to my growth as a professional (slide #2)? The action research process keeps me up-to-date on: • Best Practice: ie– inhaler technique • Current Literature: 1. Cicutto, Lisa, Gleason, Melanie, Szefler, Stanley Establishing school –centered asthma programs Clinical reviews in allergy and immunology 2014 Volume 134, Number 6. 2. Centers for Disease Control and Prevention. Strategies for Addressing Asthma Within a Coordinated School Health Program, With Updated Resources. Atlanta, Georgia:Centers for Disease Control and Prevention,National Center for Chronic Disease Prevention and Health Promotion, 2006. Available at www.cdc.gov/HealthyYouth/asthma/pdf/strategies.pdf. • Current Resources: CDC, NASN, Building Bridges, National Jewish, Allergy & Asthma Network, NIH HealthTeamWorks • Current Data: BB Portal, DPS IC, CDC • http://www.cdc.gov/asthma/nhis/2013/table2-1.htm

  8. Why is this PDU action research process important to my students learning and to my growth as a professional (slide #3)? The research process and student learning is a symbiotic cycle: • Student and professional experience a parallel in learning • Professional learning improves confidence in clinical practice • Students mirror the confidence of the professional • Confidence improves implementing best practice • Best practice improves health • Students learn better when they are healthy

  9. PDU Data AnalysisReflecting on the data you have collected, how did this experience impact instruction, progress monitoring, student performance, and your own practice? The data I collected informed my practice in the following ways: • A safe place to store inhalers increases accessibility and use of inhaler more so than self carry contracts • Supplementing AAP with allergy information and appropriate dietary disability forms decreases allergy symptoms with affected students • Letters to PCP’s and parents decreases delays in refilling asthma inhalers and other asthma related medications

  10. How will I apply my new learning in the future to further my practice? What are my next steps? My next steps will start with the 2015-16 Fall Registration. Registration will be the gateway to continue the BB Program enrollment for families interested and as a template for students who have asthma listed as a significant health condition. I will be meeting with the Registrar and the SBHC staff to plan for identifying and sending the appropriate paperwork to families with students with asthma before school starts in the fall.

  11. PDU Artifact #1

  12. PDU Artifact #2

  13. PDU Artifact #3

  14. Exit Ticket • How can we support your professional growth in future PDUs? • Continued education of addressing asthma • Opportunities to improve data collection and interpretation • 2 things that you took away from the PDU this year • How data can drive practice • That relationship building is key within a coordinated school health program • 1 piece of constructive criticism • One point of entry for data collection supports a true reflection of the data

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