Purpose The purposes of this study were to investigate daycare teachers’ knowledge, anxiety and management of childhood fever and to identify factors affecting their management of childhood fever.
Methods A descriptive correlation study was conducted. Participants were 109 daycare center teachers from G metropolitan city. A self-administered questionnaire was used for data collection.
Results The mean percent of correct answers for knowledge about childhood fever was 42.9%. Levels of anxiety related to children’s fever were high among day care teachers in this study. Many daycare center teachers used management practices which were not recommended for childhood fever management. There was a statistically significant difference in participants’ knowledge about childhood fever by marital status and having a child. Moreover, there were statistically significant positive correlation between daycare center teachers’ knowledge and management and negative correlation between daycare center teachers’ anxiety and management of childhood fever. Knowledge and anxiety related to childhood fever accounted for 15.2% of variance for fever management.
Conclusion Results show that day care teachers’ knowledge and anxiety related to fever are important factors in predicting their fever management. Development and evaluation of educational interventions to improve daycare teachers’ childhood fever management are recommended.
Citations
Citations to this article as recorded by
Chronic diseases and illness in schools: Teachers’ confidence in helping students with intellectual disabilities Mohammed Alhammad Journal of Family Medicine and Primary Care.2024; 13(2): 660. CrossRef
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