Effect of nursing intervention on improving intellectual education teachers’ performance toward students with epilepsy

Abstract

Background Epilepsy is a major health problem that oftenoccursseen among intellectual schools. Students with seizures annoy their teachers. The aim of this study was to evaluate the effect of nursing intervention on improving intellectual education teachers’ performance toward students with epilepsy atSharkia Governorate. A quasi-experimental design was used in this study. A purposive sample composed of 163 teachers from 13 intellectual schools working at least two years. Three tools were used: Tool (I): Teacher’s knowledge about epileptic student, self-administered questionnaire. Tool (II): Teacher’s practice observation checklist. Tool (III): Teacher’s attitudes toward students with epilepsy scale. Results Most of the studied teachers were married. In addition, statistically significant improvements were detected in the teachers’ knowledge, practices, and attitudes, from pre-sessions to immediately after and 3 months of post sessions where the total mean score of their knowledge increased from9.61±3.30in pre-sessions, to 19.35±1.73 immediately post sessions and 18.67±2.61, at 3 months of post sessions. The total mean score of their practices increased from 3.31±5.081 pre-sessions to 26.72±5.46 immediately post sessions and 24.83±6.71, at 3 months of post sessions. The total mean score of their attitudes increased from 13.62±2.25 in pre-sessions, to 16.38±1.83 immediately post sessions.Therefore, it is recommended that in-service training courses to be conducted periodically among all intellectual schools teachers’.