Abstract
Introduction: Supporting students with intellectual disabilities through education is crucial for improving their hand-washing skills. Aim: This study was conducted to determine the effect of dance-assisted hand hygiene education given to mildly mentally disabled secondary school students on their hand-washing skills. Method: This study was conducted in a one-group pretest-posttest quasi-experimental design between January and May 2024. The study population consisted of 36 students studying at Special Education Secondary School, and the sample consisted of 29 students who met the research criteria and whose parents gave consent. The data of this study were collected with the Student Introduction Form and Correct Handwashing Evaluation Form. In this study, dance-supported hand hygiene training was given to mildly mentally disabled secondary school students for an average of 20 minutes in one session. Data was analyzed using descriptive statistics and McNemar test. Results: In this study, a statistically significant difference was determined between the pre-test and post-test pulling up garment sleeves, wetting hands with some water, switching off the tap, lathering hands thoroughly with some soap, rubbing between fingers, rubbing by taking the thumbs into the hand and Fingertips in the Hand and Rubbing practices (p < 0.05). Conclusion: It was determined that dance-supported hand hygiene training given to mildly mentally disabled secondary school students increased the students' application skills in 50% of the hand-washing steps. In line with this result, it is recommended that hygiene education given to mildly mentally disabled secondary school students should be supported by dance.
Published Version
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