BACKGROUND: In America, stroke is the fifth leading cause of death taking more than 130,000 people every year. Early recognition is imperative as survival increases with prompt intervention. Unfortunately, many Americans including children do not know the acute signs and symptoms of stroke, especially those in high-risk communities. Due to the significance surrounding the public health burden of stroke, the purpose of this project is to evaluate a time efficient, mobile device supported stroke education program for fifth graders and their parents who live in a multi-ethnic community. DESIGN: This DNP project implemented a prospective descriptive study. SETTING: The study took place at a local public elementary school in Phoenix, Arizona within a multiethnic community with predominately Hispanic children. DATA COLLECTION: The data was collected in the form of pre and post-tests from the fifth-grade students. Surveys were also given to parents and the teacher. RESULTS: Results from 19 students indicated fifth graders can learn about stroke, recognize the early warning signs, and seek help fast. Data from parental surveys indicated students talked to their parents about what they learned and shared the stroke phone app with them. The study also found a positive teacher perception of incorporating technology-supported stroke lesson into fifth-grade curriculum. CONCLUSION: This study found increasing stroke knowledge among fifth graders using a novel mobile technology supported school-based intervention is possible and, in fact, found students shared the information and stroke application with their parents and families at home. Findings also support the need for continual research on educating today’s youth, targeting high-risk populations, and further fine-tuning this sustainable stroke knowledge program for middle schools across Arizona.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/626617 |
| Date | January 2017 |
| Creators | Rivera, Yeimi Ines, Rivera, Yeimi Ines |
| Contributors | Ritter, Leslie, Ritter, Leslie, Peek, Gloanna, Gregg, S. Renee |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Electronic Dissertation |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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