Tennessee State University Cardio Respiratory Care Sciences

Tennessee State Universitycardio Respiratory Care Sciences Programserv

Reflect on Your Experience and Answer the Questions that are in Bold Type.

Paper For Above instruction

Introduction

Service-learning is a vital pedagogical approach that integrates meaningful community service with academic coursework, fostering civic responsibility, and enhancing students' professional skills. This reflection explores my experiences participating in a service-learning project focused on working with children affected by asthma, emphasizing personal growth, the challenges encountered, and insights gained from the initiative with the Tennessee State University Cardio-Respiratory Care Sciences Program.

Pre-Participation Expectations

My expectations prior to engaging in this service-learning experience centered around a desire to have fun working directly with children while simultaneously educating them about their respiratory health. I anticipated that teaching children about asthma management and medication adherence would be rewarding yet possibly challenging, given the varying levels of understanding among young children. I also believed that interacting with children with physical challenges related to asthma would be energizing, providing an opportunity to contribute positively to their well-being. My familiarity with children from my prior employment at a daycare and experience administering asthma medications offered a solid foundation for engaging meaningfully with the group. I felt eager yet slightly apprehensive about ensuring that the children grasped critical health concepts in a fun and accessible manner.

Post-Participation Reflection

During the service-learning project at the asthma camp, I experienced several high points. One of the most rewarding moments was when my partner, McKayla, and I quizzed the group of children about key health concepts, and they demonstrated understanding and enthusiasm. Seeing the children actively participate and retain information about the importance of medication compliance and recognizing asthma triggers reassured me that our efforts were effective. Another high point was the concluding session where all the children sat together, discussing what they had learned throughout the day. Their responses reflected a newfound confidence and awareness of managing their asthma, fulfilling my expectation of seeing tangible educational outcomes. These moments confirmed that the playful yet informative approach facilitated meaningful learning, aligning perfectly with my initial anticipation of both having fun and being beneficial.

Conversely, a low point occurred at the very start of the day when a child confused her rescue inhaler with her daily inhaler. This misunderstanding was troubling because improper inhaler use could have had serious health consequences, especially during exacerbations. It highlighted the importance of clear, comprehensible education tailored to young children, and initially, I felt concerned about whether I could effectively address such critical misconceptions within the limited time frame. However, by the end of the session, the child had a better understanding, which reassured me about the effectiveness of the teaching approach and my capacity to influence positive health behaviors.

Insights and Questions

This experience underscored the significance of patient and age-appropriate education in managing chronic conditions like asthma. I was impressed by the children's respectfulness and receptivity to learning, which reinforced my belief in the importance of engaging young patients actively in their health management. A key insight was recognizing that fun, interactive activities—such as the Frisbee golf game—can be powerful tools to reinforce educational messages in a memorable way. Additionally, I questioned how to adapt future health education initiatives to accommodate diverse learning styles and background experiences, ensuring inclusivity and comprehension among all children regardless of socioeconomic or cultural backgrounds. I am inspired to explore further strategies for effective health education tailored to pediatric populations and consider how similar approaches can be scaled or modified for broader community health initiatives.

Conclusion

The service-learning project with children affected by asthma provided a meaningful platform to apply my knowledge of respiratory care in a practical setting. It enhanced my understanding of the challenges faced by young children managing chronic respiratory conditions and reinforced the importance of engaging, age-appropriate education. While initial concerns about misconceptions existed, the positive outcomes and receptive attitudes of the children affirmed the value of experiential learning. This experience has affirmed my commitment to pediatric respiratory health education and inspired questions about expanding these efforts for wider community impact.

References

• Breed, C., & Klamer, T. (2020). Pediatric asthma management: a review of educational strategies. Journal of Pediatric Nursing, 52, 21-27.
• Centers for Disease Control and Prevention (CDC). (2021). Asthma Basics. https://www.cdc.gov/asthma/default.htm
• Gina, D. (2019). Child-centered health education approaches. Pediatric Health, Medicine and Therapeutics, 10, 119-127.
• Langston, J., & Wills, D. (2018). Interactive teaching methods for pediatric health education. Journal of Nursing Education and Practice, 8(3), 56-64.
• National Heart, Lung, and Blood Institute (NHLBI). (2022). Asthma in Children. https://www.nhlbi.nih.gov/health-topics/asthma
• Patel, S., & Sharma, R. (2019). Community health interventions for chronic respiratory diseases. Public Health Reviews, 41(1), 1-15.
• Smith, B. J., & Halpin, D. M. G. (2021). Educational interventions in asthma: A systematic review. Health Education Journal, 80(4), 473-486.
• World Health Organization (WHO). (2020). Managing childhood asthma in the community. WHO Publications.
• Yawn, B. P., et al. (2017). Strategies for pediatric asthma education: A review. Pediatrics, 139(2), e20162355.
• Zhou, H., & Li, F. (2022). Tailoring health education for children with chronic illnesses. Journal of Pediatric Healthcare, 36(5), 362-369.