Anaphylaxis-related interventional demand and the response status of pediatric and youth educational institutions in Gangwon-do Province, South Korea: A school nurse and childcare teacher survey
10.4168/aard.2022.10.1.15
- Author:
Jin-Sung PARK
1
;
Ja Kyoung KIM
;
Jae-Woo KWON
Author Information
1. Department of Pediatrics, Kangwon National University School of Medicine, Chuncheon, Korea
- Publication Type:ORIGINAL ARTICLE
- From:Allergy, Asthma & Respiratory Disease
2022;10(1):15-21
- CountryRepublic of Korea
- Language:English
-
Abstract:
Purpose:Anaphylaxis may be life-threatening, and thus requires early recognition and a rapid response. We investigated current demands imposed by anaphylaxis and the responses of pediatric and youth educational institutions. We surveyed school nurses and childcare teachers in Gangwon-do Province, South Korea.
Methods:The online survey featured 2 questionnaires: one exploring demands imposed by anaphylaxis and the current response status and the other evaluating awareness of anaphylaxis among school nurses and childcare teachers.
Results:A total of 105 school nurses and 263 childcare teachers responded, of whom 16.2% and 1.9% reported that they had encountered anaphylaxis at work, and 6.7% and 11.0% had epinephrine auto-injectors (EAIs) available, respectively. Furthermore, 7.6% of school nurses and 3.0% of childcare teachers had been requested by parents to obtain institutional EAIs. Screening for anaphylaxis at the beginning of each school year was performed in 81.9% of schools and 41.1% of childcare institutions, and 55.2% of schools and 44.5% of childcare institutions had formulated action plans for anaphylaxis. Anaphylaxis education had been received by 72.4% of school nurses and 38.8% of childcare teachers. However, anaphylaxis awareness and coping skills seemed to be lacking in most participants.
Conclusion:Given the nontrivial numbers of pediatric patients with anaphylaxis and thus the demand for assistance, the lack of institutional prevention and management systems (screening, action plans, and coping skills) is of concern. In addition to increasing teacher awareness, institutional changes are required.
