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.
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Purpose This study was done to provide basic data for sexual abuse prevention programs for elementary school students by comparing stated needs of the students and teachers.
Methods The participants were 4th, 5th, and 6th grade elementary school students and elementary school teachers. Data from questionnaires completed by 1,372 students and 162 teachers were analyzed.
Results 1) The mean scores for felt need for sexual abuse prevention education was relatively high in both of the elementary school student and teacher groups but there was a significant difference between the two groups (t = 15.28, p < .001). 2) In the elementary school students, there was a significant difference in the degree of need for sexual abuse prevention education according to father’s educational level (t = 2.89, p = .004), experience of sexual education (t = 3.11, p = .006), and recognition of the necessity of sexual abuse education (t = 7.56, p < .001). 3) In the elementary school teachers, there was no significant difference in the degree of need for sexual abuse prevention education according to the participants’ socio-demographic and sexual abuse prevention education related characteristics.
Conclusion When planning educational programs on child sexual abuse prevention, needs of the elementary school students should be considered. Then, the educational program at school would be more effective.
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Purpose This study was conducted to identify knowledge about asthma, attitude to asthma, and empathy for children with asthma as held by university of education students, and to examine the relation between these variables and factors that influence them.
Methods Participants were 347 third and fourth year students from a national university of education in G city. Data were analyzed using Pearson correlation coefficients, ANOVA and Tukey test with SPSS/WIN 18.0.
Results The score for participants’ knowledge about asthma was 0.53 out of a possible 1, for empathy, 3.63 out of a possible 5, and for attitude towards asthma, 3.33 points of a possible 5. The attitude towards asthma showed significant differences according to year, satisfaction with major, and satisfaction with practice teaching. Knowledge about asthma and empathy showed a positive correlation with attitudes to children with asthma. Year and Knowledge about asthma, and empathy showed a significant influence on attitudes to children with asthma.
Conclusion Results of this study indicate that development of appropriate knowledge and empathy in students in a university of education should lead to positive attitudes to children with asthma. This development could be enhanced with structured and on-going education about asthma.
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Purpose The study purposes were to explore school nurses’ experience, perceived barriers, and education needs in diabetes management at school.
Methods This study was a cross sectional study and the study participants were recruited conveniently at continuing education seminars for school nurses at Incheon Metropolitan City.
Results Data for 101 school nurses were analyzed. The nurses were all women and their mean age was 46.9±9.3 years. About 66% of them had experience with children with diabetes at school. The school nurses reported that 74.6% of the students tested their blood glucose by themselves, the school clinic was the most common place for blood glucose tests (47.8%) and insulin injections (50.8%) and the nurses knew students’ diagnosis through the student health survey (58.2%). About half of the nurses (53.7%) reported that glucagon should be available at school and 49.2% were willing to inject glucagon when necessary. The most frequently reported barrier in diabetes management was role confusion (6.0±1.3) and the most common educational need was emergency responses (5.9±1.4).
Conclusions School health policy for diabetes management and diabetes resources are necessary to minimize role confusion of school nurses, improve emergency response, and facilitate health promotion activities in diabetes management.
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PURPOSE This study was conducted to explore the professional identity of elementary school health teachers. METHODS In-depth interviews with fifteen elementary school health teachers were conducted from July 2010 to August 2012. Qualitative data collected by the researcher including transcription and field notes were analyzed through an adapted methodology based on the Grounded Theory of Strauss and Corbin. RESULTS Fifteen categories, 35 sub-categories and 120 concepts were obtained. The key category that was consistently maintained in identity formation was 'keeping themselves being a teacher providing nursing' which has three styles, 'focusing on health education', 'combining nursing and education' and 'focusing on providing nursing care'. CONCLUSION Results of this study will provide basic information for preparing manuals regarding the range of activities in school health teachers' jobs, improving promotion and merit payment systems for school health teachers, creating support programs for them, and contributing to the formation and establishment of their professional identity.
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PURPOSE This study was conducted to examine the effects of case-based learning on the coping ability of daycare center teachers in emergency situations. In the study knowledge of emergency treatment methods, attitude, intention and ability to perform CPR between were examined in an experimental group (daycare center teachers who participated in the small groups discussing case studies and comparing them with their own experience) and a control group. METHODS The study was designed using a nonequivalent control group pretest-posttest design. Sixty-four teachers were recruited from 40 child daycare centers in S city located in J province. Thirty-three teachers were assigned to experimental group and participated in the case-based small group learning. The data were analyzed using the SPSS 18.0 program to perform chi2-test, Pearson correlation coefficients and t-test. RESULTS The experimental group showed significantly higher posttest scores in knowledge, attitude, intention, and performance ability than those of the control group. CONCLUSION The study results indicate that case-based small group learning on coping ability in emergency situation is effective in increasing knowledge, attitude, intention, and performance ability for daycare center teachers.
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