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" The impacts of a health education programme on primary school teachers' knowledge and attitudes towards type 1 diabetes mellitus in children in Saudi Arabia "
Aljehany, Buthaina
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Latin Dissertation
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| Record Number
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832018
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TLets690122
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Aljehany, Buthaina
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| Title & Author
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The impacts of a health education programme on primary school teachers' knowledge and attitudes towards type 1 diabetes mellitus in children in Saudi Arabia\ Aljehany, Buthaina
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| College
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University of Salford
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| Date
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2016
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2016
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Thesis (Ph.D.)
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| Abstract
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Introduction The incidence of T1DM in the Kingdom of Saudi Arabia (KSA) is particularly high at 36.99 per 100,000. The number of newly diagnosed cases in children (0-14 years) is estimated at 10,700 per year, constituting a major public health problem. Schools are important for secondary prevention, treatment and management of Type 1 Diabetes Mellitus (T1DM). Teachers need to be knowledgeable about diabetic emergences. Aim The aim of this study was to assess the impact of a health education programme on primary school teachers' knowledge and attitudes towards T1DM in children attending schools in Jeddah City, KSA. Methods A repeated measures non-equivalent groups design was adopted, with testing of the teachers at baseline, three month, and six month stages. Data was collected from 2013 to 2014. A structured, self-administered questionnaire was employed in Arabic. A total of 540 teachers were recruited in equal numbers by gender, of which 318 completed all test stages. The intervention consisted of a new and specially designed educational programme comprised of lectures and activities, with additional reading materials. SPSS was used for quantitative analysis of the data, and paired samples t-test and ANOVA were used to test for differences within and between experimental and control groups. Results No significant differences were found at the baseline pre-test stage between the groups in teachers' knowledge of T1DM in children, or their attitudes towards managing T1DM. The mean knowledge scores in the experimental group increased significantly at the post-test stage (three months), and again at the post-test 2 stage (six months). The mean knowledge scores of the control group fluctuated to some extent at the post-test and post-test 2 stages. The mean attitude scores in the experimental group showed significant increases at the post-test and post-test 2 stages, but there was no significant change in the mean attitude scores of the control group. Conclusion The results clearly demonstrate the effectiveness of the intervention in improving teachers' knowledge and attitudes about managing T1DM in schools. The inexpensive programme could be integrated into the Saudi national child health programme, and policy and practice recommendations are proposed to the Ministry of Education.
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University of Salford
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