奥贡州阿贝奥库塔小学教师对注意缺陷多动障碍的知识和管理的护理干预

Alake O.M., Aina J., Sodimu J.O., Dele-Alonge O.
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摘要

任何教育制度的目标都是为所有有不同需求和能力的学习者提供教育,使他们能够发挥自己的潜力,从而为社会做出贡献。教师是第一个怀疑孩子可能患有注意力缺陷多动障碍(ADHD)的人,因为他们每天大部分时间都和孩子在一起,他们知道正常学习者在课堂上的典型表现。本研究采用一组前测后测准实验研究。人口包括42名选定学校的教师。本研究采用全计数法。采用自结构问卷进行验证并收集数据。结构的Cronbach Alpha信度系数为0.741 ~ 0.808。收集的数据使用描述性和推断性统计进行分析。结果显示,45.2%的被试在干预前知识得分低,18.1%和16.7%的被试在干预后知识得分低,14.3%的被试在干预后知识得分中,21.4%和64.3%的被试在干预后知识得分中。此外,在本研究的干预前阶段,64.3%的参与者ADHD管理得分较差,35.7%的参与者ADHD管理得分较好。结果显示,被调查者对ADHD干预后知识和管理的差异无统计学意义,p值为0.494,远高于α (α) p值0.05。该研究得出结论,教师在识别和管理ADHD方面的作用不容忽视。这表明教师的培训和适当的教育将在管理学生注意力缺陷方面走很长的路。该研究建议多动症的管理应该包括在教育项目中。此外,还应跟踪监测教师在管理ADHD儿童方面的进展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Nurse-Led Intervention on Teachers’ Knowledge and Management of Pupils with Attention Deficit Hyperactivity Disorder in Primary Schools in Abeokuta, Ogun State
The objective of any educational system is to provide education for all learners with diverse needs and abilities to enable them to achieve their potential and subsequently contribute to society. Teachers are in a position to be the first to suspect that a child might have Attention Deficit Hyperactivity Disorder (ADHD) because they are with them for most of the day and they know how normal learners typically behave in classroom situations. One group pre-test post-test quasi-experimental study was employed for this study. The population comprised 42 teachers in the selected schools. Total enumeration was used for the study. A self-structured questionnaire was validated and used to collect data. The Cronbach Alpha reliability coefficient of the construct ranged from 0.741 to 0.808. Data collected were analyzed using descriptive and inferential statistics. The results showed 45.2% participants had low knowledge, 18.1% and 16.7% had moderate and high knowledge respectively at the pre-intervention stage while at the post-intervention stage, 14.3% had low knowledge score while 21.4% and 64.3% had moderate and high knowledge scores respectively. Also, at the pre-intervention stage of this study, it was found that 64.3% participants had a bad management score of ADHD while 35.7% had a good management score of ADHD. The result indicated that there is a non-significant difference in the post intervention knowledge and management of ADHD among the respondents as a p-value of 0.494 was recorded which is much greater than the alpha (α) p-value of 0.05. The study concluded that the role of teachers in the identification and management of ADHD cannot be overlooked. This shows that training and proper education of the teachers will go a long way in the management of attention deficit in the pupils. The study recommended that the management of ADHD should be included in educational programs. Also, there should be follow-up to monitor the progress of the teachers in the management of children with ADHD.
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