Effective Parent Education Research Articles

Can Online Parent Education Meet the Needs of the Courts and Improve the Well-Being of Children? The Critical Roles of Goal, Program, and Evidence Alignment.

Parent education in family courts can significantly impact children's well-being after divorce if programs are (1) widely accessible, (2) acceptable to parents, (3) feasible to implement by courts, and (4) have evidence of effectiveness in improving key outcomes for children. In light of recently raised concerns about whether court-ordered/court-mandated parent education is justified; it is critical to identify effective parent education programs. Online parent education programs have the potential to be widely accessible, acceptable to parents and courts, and effectively promote children's well-being. However, few effective online parent education programs are being widely adopted by family courts. There is some controversy about whether online parent education meets the needs of family courts in being cost-effective programs that offer ways to hold parents accountable for their participation. We articulate the wide array of goals for parent education programs and present a framework to identify and select programs that meet specific goals. We discuss access, cost, evidence of effectiveness, acceptability, credibility, and compliance tracking. We highlight two online parent education programs to illustrate differences in contexts and goals and to show that online programs have great potential to be effective in accomplishing goals valued by the courts.

A call for early, effective, and scalable parent education programs for high-conflict separated/divorcing parents: A synthesized perspective from prevention science and family law.

Conflict between parents is stressful and disruptive to children living in the midst of parental separation or divorce. Although some level of post-separation/divorce conflict is understandable in an emotionally-charged separation/divorce, it undermines the extent to which parents protect their children from short- and long-term problems. In this article, we weave together a synthesized perspective informed by our respective training and experience in prevention science and family law on the role of parent education programs for high-conflict separating/divorcing parents. To do so, we first describe the research on the effects of high interparental conflict on children's outcomes and then discuss current approaches and challenges to reducing these negative effects by offering parent education programs for high-conflict separating/divorcing parents. Then, we propose and describe a new model for early, effective, and scalable parent education programs with the ultimate goal of protecting children after separation/divorce.

Decoding early childhood caries: an in-depth analysis of YouTube videos for effective parental education.

To assess the coverage of information about early childhood caries (ECC) available on YouTube videos in three different languages, regarding technical characteristics of videos and interaction metrics. Search strategies were developed in English, Spanish, and Portuguese to make a comprehensive collection of videos from YouTube, encompassing 60 samples for each language, regarding all video types. The videos were assessed by a thematic checklist regarding 17 items on ECC. Videos were dichotomized according to the median of the thematic score and the nature of their authorship (health and non-health authors) to compare groups. The statistical analysis was performed using the Statistical Package for Social Science (version 25.0), applying Spearman's rank correlation coefficient and Mann-Whitney U test. P < 0.05 values were considered significant. Among 120 videos meeting inclusion criteria, ECC aetiology and prevention information proved incomplete, with a median score of 5 (Q1-Q3 = 3-7). No correlation emerged between this score and other video characteristics. However, interaction metrics like views, likes, dislikes, and viewing rates displayed significant correlations. Health authors primarily created these videos, yet non-health author channels had more subscribers. Surprisingly, videos focused on the impact of regular sugary food and beverage consumption on ECC progression received the most attention. Videos that presented information about the aetiology and prevention of ECC invariably focused on partial aspects of the disease. This highlights the need for better-quality educational videos and the importance of dental professionals in guiding patients toward reliable sources of information.

Skin-to-skin contact in mothers with suspected, probable, or confirmed COVID-19.

The World Health Organization recommends skin-to-skin contact (SSC) in newborns of mothers with COVID-19, applying infection prevention and control measures, and after a process of antenatal counseling on the possible risks and benefits. In this study, the reasons given for and against postnatal SSC in mothers with COVID-19 were reviewed. Between November and December 2020, we conducted a scoping review. Twenty-six relevant studies were identified. The results were extracted and presented narratively. The reasons described for avoiding SSC have include contradictory recommendations, risk of virus transmission, impossibility of universal antepartum maternal screening for COVID-19, work overload, and ethical considerations. The reasons given for the maintenance of SSC include maternal and infant benefits of SSC, previous experiences in viral outbreaks, protection of newborns against infections, decreased contact with professionals, caregivers and surfaces, and preservation of natural processes. The recommendation to allow SSC is based primarily on the acceptance that horizontal perinatal transmission is unlikely if correct hygiene precautions are taken and that the benefits of SSC outweigh the potential risks of neonatal COVID-19 infection. Knowing the reasons that have motivated the current recommendations on SSC is essential to be able to carry out an effective prenatal parental education that allows a shared decision to be made.

유아의 기질과 외현화 문제행동에 대한 부모의 양육행동과 지지적 부부공동양육의 조절된 조절효과

The purpose of this study was to examine the moderating effect of parental parenting behavior and supportive parental co-parenting on the process of infant temperament affecting externalizing problem behavior. For this purpose, 232 infants (118 boys, 114 girls) and their parents from 10 early childhood education institutions in D Metro city were studied. As a result, some moderated moderation effects were confirmed. Specifically, negative emotionality of preschoolers reduced externalizing problem behaviors, but mothers' controlling parenting buffered this tendency, and as mothers' supportive coparenting increased, this buffering effect decreased. In addition, the preschoolers’ extrovertion temperament reduced the externalizing problem behavior, but the mother's controlling parenting buffered this tendency, and the buffering effect decreased as the mother's supportive coparenting increased. Effortful control of preschoolers reduced externalizing problem behaviors, but mothers' compassionate parenting buffered this tendency, and the buffering effect decreased as mothers' supportive coparenting increased. Next, the extrovertion temperament of preschoolers reduces externalizing problem behaviors, but the father's controlling parenting buffered this tendency, and the buffering effect decreases as the father's supportive coparenting increased. In addition, the effortful control of preschoolers reduced externalizing problem behaviors, but the father's controlling parenting buffered this tendency, and as the father's supportive coparenting increased, this buffering effect decreased. In this regard, the direction of effective parent education was discussed.

예비유아교사의 부모 및 부모자녀관계 인식에 대한 은유분석

This study conducted a metaphorical analysis of the parent-parent-child relationship targeting3rd graders in the early childhood education department. As a result, pre-primary earlychildhood teachers regard their parents as 'parents as emotional supporters', 'parents as victims','parents as absolute beings with strength', 'parents as guardians', 'parents in the process ofself-growth', 'guides of life' Parents as 'parents' and 'parents as examples of life' were recognized in that order. In addition, parent-child relationships were recognized in the order of'essential relationship', 'symbiotic relationship', 'equality relationship', 'trust relationship','relationship where love and hate coexist', and 'relationship that grows together' was doingThrough this, it will be an opportunity to derive the operational direction of parenteducation-related subjects opened in the early childhood teacher training course. In the future,effective parent education will be achieved by forming a trusting relationship between parentsand teachers.

“AİLE” KURUMUNA ATFEDİLEN ANLAMLARIN ZİHİN HARİTALARINA YANSIMALARI

Today, with the effect of modernization, important changes have occurred in family structures. Many factors such as the roles of individuals in the family, functions of the family, family structure, and intra-family communication have been affected by this change. The perspective of young adults towards the family is also significantly affected by this difference in family structures.In this study, it is aimed to examine the family perceptions of preschool teacher candidates through mind maps. 50 preschool teacher candidates, who took effective communication and parent education course, participated in the study designed with a qualitative research design. With the mind maps used as a data collection tool, the mental images of the preschool teacher candidates about the concept of "family" were tried to be determined. The themes obtained from the mind maps of preschool teacher candidates were grouped under seven headings. These titles are it was determined as "basic concepts about family types, basic concepts about family functions, basic concepts about family members, basic concepts about feelings towards family, basic concepts about family values, basic concepts about communication, basic concepts about elements that disrupt family unity". Major branches were taken as basis in determining the themes and sub-branches were used in determining the codes. In the creation of the codes, pictures and words were considered and the codes were placed within the relevant themes. In addition, the analysis results were expressed as frequency, frequency averages and percentages. The basic concepts associated with family types in the research; settlement, authority, size, biological and foster family themes. In this category, it was concluded that the theme that preschool teacher candidates predominantly included in their mind maps was family according to size. The themes created in the classification made according to family functions; biological functions, psychological functions, educational functions, social functions, cultural functions, economic functions. It was determined that the theme with the highest frequency was social functions. In the research, the basic concepts associated with family members were gathered under the nuclear family and extended family themes, and it was concluded that the nuclear family theme was more dominant. Emotions towards the family were categorized under the sub-themes of positive and negative emotions. It has been observed that positive feelings towards the family are given more place in the mind maps of pre-school teacher candidates. Themes for the basic concepts associated with the values of the family; power, universalism, benevolence, tradition, conformity, and security. Benevolence and tradition are the themes with the highest frequency in this category. Basic concepts associated with communication; attitudes, communication with the environment, communication within the family, technology tools, and outputs of correct communication. Among these themes, the themes with the highest frequency are; attitudes and family communication. It has been concluded that the basic concepts of lovelessness and incompatibility have the highest frequency in the category of elements that disrupt family integrity. In this study, mind maps were effective in revealing the family perceptions of preschool teacher candidates.

영아 부모를 위한 책 읽어주기 활동에 관한 부모교육 프로그램 개발과 적용

Objectives This study developed and investigated the effects of a parent education program about reading books activities for parents with young children. Methods Researchers developed a parent education program about reading books activities for parents with young children according to a 5-step process. The effects of the program were observed from fifteen parents of S preschool(experimental group) and fifteen parents of H preschool(comparative group). The experimental group participated in the parent education program about reading books activities for parents with young children, and the parents of the comparative group read books to their children at home freely. The effectiveness verification of the program was conducted for eight weeks from the 19th of July to the 17th of September in 2021 using a contact or contact-free way. Results The parent education program about reading books activities for parents with young children was composed of the contents and teaching-learning methods for parents with young children to interact with their children effectively, to improve maternal efficacy, and to promote their children’s language development. The results of this study showed that the scores of the parents’ maternal efficacy, the interaction between parents and their young chidlren, and young children’s vocabulary were meaningfully increased. Conclusions This study provided the information about a parent education program toward increasing parents’ maternal efficacy, the interaction between parents and their young chidlren, and young children’s vocabulary by demonstrating the educational effects of a parent education program about reading books activities for parents with young children. It was significant that this study suggested an effective parent education program to promote young children’s development and increase parents’ maternal efficacy.

Web-Based Knowledge Translation Tools for Parents of Children with Heart Failure: An Environmental Scan

<h3>Purpose</h3> Childhood heart failure (HF) accounts for a proportion of cardiac admissions to hospital each year. Successfully discharging a child with heart failure involves effective parent education. Inadequate knowledge uptake by parents can result in numerous encounters with the health system, less parental decision-making, and heightened familial anxiety. Environmental scans (ES) are a methodology used to understand what resources are available for specific topics. No ESs have been completed in pediatric HF context. We embarked on an ES to better understand what educational resources exist for parents who have a child with HF. <h3>Methods</h3> We conducted a comprehensive search using key search term within the Internet (Google) and two popular application stores (Apple & Google Play), common venues where parents search for information. Inclusion criteria were: 1) educational pediatric HF content, 2) tools developed in either Canada or the US, 3) information targeting parent audiences, and 4) English language tools. Each tool was appraised for health literacy using the Suitability of Assessment Measures (percentage scores 0-100% assigned within 6 domain subsections). Key informants who played a role in tool development were identified and invited for a semi-structured interview. Descriptive statistics included frequencies and means and thematic analysis were performed. <h3>Results</h3> The search occurred in 06/2020. No applications met inclusion criteria and 16 web-based tools met inclusion criteria. Included tools were in the form of webpages (n=13) and handouts (n=3). Our health literacy assessment revealed that most tools scored in the adequate range (40-69%; n=15) and 2 scored as non-suitable (0-39%). All ratings in the graphics subsection were unanimously rated as not suitable and all scores in the layout and type subsection were unanimously rates as superior. Four organizations participated in interviews. Three themes were identified (introductory knowledge, credible, and challenges/evolution of knowledge). Interviews suggested more effective knowledge translation strategies and a need for more in-depth knowledge. <h3>Conclusion</h3> Our ES has identified that no applications exist and a modest number of web-based tools for parents about their child's heart failure. Improvements to graphics would help the overall delivery and uptake of content for parent audiences.

Management of mother–newborn dyads in the COVID-19 era

Management of mother–newborn dyads in the COVID-19 era

Neonatal management and outcomes during the COVID-19 pandemic: an observation cohort study

BackgroundThe risk of vertical and perinatal transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, which causes COVID-19), the most appropriate management, and the neonate's risk of developing COVID-19 during the perinatal period are unknown. Therefore, we aimed to elucidate best practices regarding infection control in mother–newborn dyads, and identify potential risk factors associated with transmission.MethodsIn this observational cohort study, we identified all neonates born between March 22 and May 17, 2020, at three New York Presbyterian Hospitals in New York City (NY, USA) to mothers positive for SARS-CoV-2 at delivery. Mothers could practice skin-to-skin care and breastfeed in the delivery room, but had to wear a surgical mask when near their neonate and practice proper hand hygiene before skin-to-skin contact, breastfeeding, and routine care. Unless medically required, neonates were kept in a closed Giraffe isolette in the same room as their mothers, and were held by mothers for feeding after appropriate hand hygiene, breast cleansing, and placement of a surgical mask. Neonates were tested for SARS-CoV-2 by use of real-time PCR on nasopharyngeal swabs taken at 24 h, 5–7 days, and 14 days of life, and were clinically evaluated by telemedicine at 1 month of age. We recorded demographics, neonatal, and maternal clinical presentation, as well as infection control practices in the hospital and at home.FindingsOf 1481 deliveries, 116 (8%) mothers tested positive for SARS-CoV-2; 120 neonates were identified. All neonates were tested at 24 h of life and none were positive for SARS-CoV-2. 82 (68%) neonates completed follow-up at day 5–7 of life. Of the 82 neonates, 68 (83%) roomed in with the mothers. All mothers were allowed to breastfeed; at 5–7 days of life, 64 (78%) were still breastfeeding. 79 (96%) of 82 neonates had a repeat PCR at 5–7 days of life, which was negative in all; 72 (88%) neonates were also tested at 14 days of life and none were positive. None of the neonates had symptoms of COVID-19.InterpretationOur data suggest that perinatal transmission of COVID-19 is unlikely to occur if correct hygiene precautions are undertaken, and that allowing neonates to room in with their mothers and direct breastfeeding are safe procedures when paired with effective parental education of infant protective strategies.FundingNone.

그림책 중심의 교사협력지원 부모교육에서 부모가 가지는 경험적 의미

This study aims to explore the empirical meanings of parents in picture book-based teacher cooperation support parent education and to analyze their meanings to reestablish the awareness of the parental role and parent education with the opportunity for parents to participate more actively in the linkage between the family and circle. Thus, this study is an executive study in which teachers plan and implement picture book activities as parent education. The results are as follows. First, the difficulty of the parental role is due to the burden and ambiguity of the parent role, Second, there is a new awareness of the picture book, Third, meeting with teachers who understand the development of their children is best with expectations and satisfaction through cooperative teacher support and is an opportunity for providing diverse information and for building a trustworthy relationship, Fourth, there is a positive recognition of participatory parent education in a flat and one-time knowledge-oriented education form. Based on these results, parent education supports the positive development of infants and young children when they actively help parents to play the role of parents in the implementation of participatory parent education. Therefore, we suggest that parent education in cooperative teacher support is a form of effective parent education that links family and circle.

Implementing a Parent Education Program in the Special Care Nursery

BackgroundParents of preterm hospitalized infants, whose lengths of stay can range from a few days to several months, often experience emotional liability. Because the Neonatal Intensive Care Unit (NICU) or Special Care Nursery (SCN) is a stressful and intimidating environment, prompt attention should be given to reducing parental stress and increasing parental confidence in preparation to care for their child post-discharge. MethodsA quality improvement pilot project was designed to evaluate the parent education and support program, titled HUG Your Baby, in a Level II SCN for its ability to decrease stress and increase confidence for postpartum mothers of preterm infants born at less than 35 weeks gestation during the infant's hospitalization. ResultsThe outcomes demonstrated a statistically significant decrease in maternal stress and a statistically significant increase in maternal confidence. DiscussionThe HUG Your Baby program is an effective parent education and support program that would benefit NICU and SCN families.

Nursing Assessment, Education, and Care of Extremely Premature Neonates with Patent Ductus Arteriosus.

The care of extremely premature neonates with suspected or confirmed diagnosis of patent ductus arteriosus (PDA) is a frequent challenge for pediatric nurses. It is important for nurses to have adequate knowledge of the normal postnatal changes in cardiovascular and pulmonary function to recognize any adverse symptoms. Nurses caring for these vulnerable neonates must have a thorough understanding of the pathophysiology of a PDA in order to assess, plan, and implement patient-centered care. Recognition of characteristic symptoms of PDA in a timely manner is essential for optimal management and outcomes. Understanding the science behind treatment options is also imperative for pediatric nurses to provide the best care and effectively educate parents. Pediatric nurses are a significant resource in managing extremely premature neonates through comprehensive assessment, effective parent education, and high-quality patient-centered care.

Sexual health knowledge in a vulnerable population: a survey of adolescents in the bateyes of La Romana, Dominican Republic.

Undocumented Haitian migrants to the Dominican Republic often live in impoverished communities called bateyes. These contexts present challenges for adolescent sexual health education. To inform development of appropriate adolescent education programs, this study assessed their general sexual health knowledge. A locally developed sexual health knowledge survey was administered to 930 grade 7-12 adolescents attending six batey schools. Analysis of aggregated responses reviewed general demographics (e.g. age and sex), and identified top community sexual health concerns and most trusted information sources. Top concerns included menstruation (25.5%), HIV (21.8%), and family planning (13.3%); stratification by sex identified discordance around menstruation (89.2% female, 10.8% male) and HIV (67.1% male, 32.9% female), but not family planning (47.2% male, 52.8% female). Parents were identified as the most trusted information source, irrespective of concern. Community concerns around menstruation matches extant developing-world literature that links menarche with female stigma and school absence. Interest in HIV and family planning suggests targeted promoted efforts would be of benefit. Trust in parents is reflective of cultural traditions and suggests potential knowledge impacts arising from effective parental education.

Standardized education and parental awareness are lacking for testicular torsion

Testicular torsion leads to orchiectomy in 30-50% of cases, which may cause psychological upset and parental guilt over a potentially avertable outcome. Presentation delay is an important modifiable cause of orchiectomy; yet, families are not routinely educated about torsion or its urgency. The present study assessed parental knowledge regarding acute scrotal pain. An anonymous survey was distributed to parents in Urology and ENT offices, asking about their children's gender and scrotal pain history, urgency of response to a child's acute scrotal pain, and familiarity with testicular torsion. Surveys of 479 urology and 59 ENT parents were analyzed. The results between the two were not statistically different. Among the urology parents, 34% had heard of testicular twisting/torsion, most commonly through friends, relatives or knowing someone with torsion (35%); only 17% were informed by pediatricians (Summary Figure). Parents presenting for a child's scrotal pain were significantly more likely to have heard of torsion (69%) than those presenting for other reasons (30%, OR 5.24, P<0.0001). Only 13% of parents of boys had spoken with their children about torsion. Roughly three quarters of them would seek emergent medical attention - by day (75%) or night (82%) - for acute scrotal pain. However, urgency was no more likely among those who knew about torsion. This was the first study to assess parental knowledge of the emergent nature of acute scrotal pain in a non-urgent setting, and most closely approximating their level of knowledge at the time of pain onset. It also assessed parents' hypothetical responses to the scenario, which was markedly different than documented presentation times, highlighting a potential area for improvement in presentation times. Potential limitations included lack of respondent demographic data, potential sampling bias of a population with greater healthcare knowledge or involvement, and assessment of parents only. Parental knowledge of testicular torsion was lacking, suggesting both ineffective education in the well-child setting and inappropriately timed education during or after pain occurrence. Awareness was most commonly anecdotal or taught unreliably, as even familiar parents were no more likely to seek emergent attention. Therefore, standardized, effective parental education on testicular torsion and the need for prompt presentation is needed, as is improvement in the quality of information taught in the healthcare setting. Further assessment of knowledge among preadolescent and adolescent boys regarding testicular torsion is warranted. It is hopeful that pre-hospital delay may be minimized and greater rates of testicular salvageability may be achieved through these efforts.

A longitudinal evaluation of the Resilient Families randomized trial to prevent early adolescent depressive symptoms

This study aimed to evaluate whether an intervention prevented the development of depressive symptoms through the early years of secondary school (Grades 7 to 9 – mean ages 12.3 to 14.5 years) in Victoria, Australia. Twelve schools were randomized to a universal preventative intervention (including a student social relationship/emotional health curriculum, and parent/caregiver parenting education); 12 were randomized as control schools. Multivariate regression analyses used student self-report to predict depressive symptoms at 26-month follow-up (13-months after intervention completion) from baseline measures and intervention status (N = 2027). There was no overall intervention effect on depressive symptoms. However, intervention students with moderate symptoms whose parents attended parent education events had a significantly reduced risk of depressive symptoms at follow-up. Future evaluations of interventions of this type should investigate: therapeutic processes; methods to increase recruitment into effective parent education events; and the potential to target assistance to students with high depressive symptoms.

Parenting Experiences and the Need for Parent Education Programs among Parents of Adolescents in Korea

Objective: The specific aims of the present study were to explore the parenting experiences of those with 11 to 15 year old children, and the experiences of professionals working with both adolescents and their parents, in order to assess the need for parent education programs. Methods: This study used a qualitative descriptive design. Data were collected through individual and focus group interviews with parents of adolescents and mental health professionals that work with both adolescents and parents. Interviews were conducted at participants’ homes, workplaces, cafes, or local community meeting rooms. The interviews lasted for half an hour to 2 hours and were audio-taped. Qualitative content analysis was used for data analysis. Results: A total of 27 parents (2 fathers, 25 mothers) and 9 mental health professionals (1 male, 8 female) participated in the study. As parents recognize their child’s developmental changes during adolescence, parents also go through a variety of feelings related to this transition. These were categorized into four main themes: “standing in the midst of numerous discrepancies,” “outside my child’s closed door,” “over-identifying myself with, yet distancing myself from, my child,” and “feeling ambivalent.” The present study also demonstrated parents’ need for structured, interactive, and accessible parent education programs that provide an opportunity for self-reflection on their parental experiences, and not just simply deliver knowledge and parenting skills. Conclusion: The findings of the study revealed several challenges experienced by Korean parents with 11 to 15 year old children. Unsuccessful management of these challenges was found to result in the onset of negative emotions and thoughts, and the development of parent–child conflicts. In order to better promote the parent–child relationship and the mental health of children during their transition to adolescence, effective and accessible parent education programs that reflect the needs and expectations of parents are required.

Parenting Across the Social Ecology Facilitated by Information and Communications Technology: Implications for Research and Educational Design

To inform parenting research and aid educators seeking to deliver programs that support effective parenting, this study explored types of information and communications technology (ICT) used to fulfill childrearing goals. Mothers’ (N = 1,804) reports of ICT activity frequency were examined from data collected from an online survey. Results suggest that mothers’ ICT use for parenting is less frequent than general use in adulthood. Mothers employ ICT to fulfill parenting goals within and across five domains of the parenting social ecology: (a) parent development, (b) parent-child relationships, (c) child development, (d), family development, and (e) culture and community. Several types of ICT activities may strengthen parenting in a single domain, and a single ICT activity may help fulfill multiple domains. Implications for research and for promoting and selecting ICT for effective parent learning and education design are discussed.

Knowledge, instruction and behavioural change: building a framework for effective eczema education in clinical practice.

AimsA discussion on the reasons educational interventions about eczema, by nurses, are successful, with the subsequent development of a theoretical framework to guide nurses to become effective patient educators.BackgroundEffective child and parent education is the key to successful self-management of eczema. When diagnosed, children and parents should learn to understand the condition through clear explanations, seeing treatment demonstrations and have ongoing support to learn practical skills to control eczema. Dermatology nurses provide these services, but no one has proposed a framework of the concepts underpinning their successful eczema educational interventions.DesignA discussion paper.Data SourcesA literature search of online databases was undertaken utilizing terms ‘eczema OR atopic dermatitis’, ‘education’, ‘parent’, ‘nurs*’, ‘framework’, ‘knowledge’, motivation’, in Scopus, CINAHL, Web of Science, Medline and Pubmed. Limits were English language and 2003–2013.Implications for NursingThe framework can inform discussion on child and parent education, provide a scaffold for future research and guide non-specialist nurses, internationally, in providing consistent patient education about eczema.ConclusionFounded on an understanding of knowledge, the framework utilizes essential elements of cognitive psychology and social cognitive theory leading to successful self-management of eczema. This framework may prove useful as a basis for future research in child and parent education, globally, in the healthcare community. A framework has been created to help nurses understand the essential elements of the learning processes at the foundation of effective child and parent education. The framework serves to explain the improved outcomes reported in previous nurse-led eczema educational interventions.