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
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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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PURPOSE This study was done to identify the level of knowledge, attitude and performance ability in CardioPulmonary Resuscitation (CPR) and provided data for the development of an education program to improve CPR performance ability of nursery teachers. METHODS The participants were 220 nursery teachers working in daycare centers in A city located in G province. Data were collected during July, 2013. RESULTS The mean scores were 45.88 of 100 for knowledge, 3.69 of 5 for attitude, 2.65 of 5 for performance ability.
There were significant differences in knowledge and performance ability according to education experience. There were positive correlations between knowledge and performance ability, and between attitude and performance ability.
Factors affecting CPR performance ability were knowledge (beta=.133), attitude (beta=.327), and education in CPR (beta=.343). These factors explained 29.4% of the variance in CPR performance ability. CONCLUSION Results indicate that nursery teachers' knowledge, attitude and CPR performance ability were not sufficient enough to perform accurate CPR in an emergency.
Therefore, to improve performance ability of nursery teachers to carry out CPR in a cardiac arrest emergency of a child, educational strategies that focus on increasing knowledge and attitude need to be developed.
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