Knowledge and practices of teachers about child eye healthcare in the public sector in Swaziland

V. Sukati, Kathutshelo P. Mashige, V. Moodley
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Abstract

Background: Vision-related problems have a negative impact on the learning abilities and school performance of a child. Adequate knowledge and practices of teachers enable the early identification and intervention of school children with visual deficits.Aim: This study aimed to investigate the knowledge and practices of teachers about child eye healthcare in the public education system in Swaziland.Setting: The setting for this study was Swaziland.Methods: This was a cross-sectional quantitative study using a survey instrument containing closed-ended questions to investigate the knowledge and practices of teachers about child eye health in the public sector.Results: Two hundred and forty-three (N = 243) teachers responded to the questionnaire. The majority (90.1%) of teachers indicated that they were able to detect signs and symptoms of eye diseases. Most teachers without a family member wearing spectacles were more likely to be informed about eye health (p = 0.001) than those who had family wearing spectacles. A significant proportion (44%) of teachers indicated that refractive errors were not serious among school children. Above one-third (38.7%) of the teachers indicated that they referred children with vision problems to public hospitals. One hundred and fifty-five (63.8%) reported that health officials have never visited their schools. One hundred and forty-nine (61.3%) teachers agreed that they did not monitor children wearing spectacles and 94 (38.7%) monitored them. Monitoring children wearing spectacles was significantly associated with teachers who indicated being well informed about eye health (p 0.001) and teachers who were more likely to advise parents to take their children for eye testing (p = 0.003).Conclusion: The lack of adequate knowledge by some teachers may contribute to the already existing barriers for children to access eye health. Addressing the broader issues of child eye health requires the participation of well-trained and knowledgeable teachers.
斯威士兰公共部门教师关于儿童眼科保健的知识和做法
背景:与视力有关的问题对儿童的学习能力和学业表现有负面影响。教师有足够的知识和实践,可以及早发现和干预有视力缺陷的学童。目的:本研究旨在调查斯威士兰公立教育系统中教师关于儿童眼科保健的知识和实践。背景:本研究的背景是斯威士兰。方法:采用横断面定量研究方法,采用封闭式问卷调查法调查公立学校教师对儿童眼保健的知识和实践情况。结果:共有243名教师参与问卷调查。大多数(90.1%)教师表示,他们能够发现眼病的体征和症状。大多数没有家庭成员戴眼镜的教师比家庭成员戴眼镜的教师更有可能了解眼睛健康(p = 0.001)。相当大比例(44%)的教师表示学童的屈光不正并不严重。超过三分之一(38.7%)的教师表示曾将有视力问题的儿童转介至公立医院。155个(63.8%)报告卫生官员从未访问过他们的学校。149名教师(61.3%)同意没有对戴眼镜的儿童进行监督,94名教师(38.7%)对戴眼镜的儿童进行监督。对戴眼镜儿童进行监测的教师表示对眼睛健康有充分了解(p = 0.001),教师更有可能建议家长带孩子进行眼科检查(p = 0.003)。结论:一些教师缺乏足够的知识可能是儿童获得眼保健的障碍之一。解决儿童眼睛健康的更广泛问题需要训练有素和知识渊博的教师的参与。
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来源期刊
African Vision and Eye Health
African Vision and Eye Health Health Professions-Optometry
CiteScore
1.00
自引率
0.00%
发文量
46
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