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- MakaleYalnız künye2025Scopus SJRQ2Effects of Teach-Back intervention on teachers’ epilepsy knowledge, attitudes, self-efficacy, and first aid practices
Gürçayır, Dilek; Karabulut, Neziha; Söylemez, Nilgün
Purpose: This study investigates not only the impact of first aid training but also how the Teach-Back method influences teachers’ overall epilepsy knowledge, attitudes toward epilepsy, and self-efficacy in managing epileptic seizures. Methods: A total of 166 preschool teachers who filled out the questionnaire form and gave their consent were included in the study between April and June 2022. A quasiexperimental single-group pre-test post-test design was used in the study, Data were collected using the questionnaire form, Epilepsy Knowledge Scale, Childhood Epilepsy Attitude Scale and General Self-Efficacy Scale. The research data were collected by the researchers through face-to-face interviews. Results: It was determined that the rate of correct answers given by preschool teachers to most questions about first aid practices in epileptic seizures increased significantly after the training (p < 0.05). There was a significant improvement in preschool teachers’ first aid practices at the end of the training compared to before the training. The mean score of the Epilepsy Knowledge Scale before the training was 11.16 ± 4.04, after the training was 14.59 ± 2.08, and the difference was statistically significant (p < 0.001). The mean Childhood Epilepsy Attitude Scale score before the training was 47.90 ± 4.02, after the training was 51.53 ± 4.55, and the difference was statistically significant (p < 0.001). Conclusion: Epilepsy education significantly improved teachers’ knowledge and attitudes towards childhood epilepsy. However, the increase in general self-efficacy remained limited. This situation reveals the necessity of practical and long-term programs in addition to theoretical education.
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İncele - MakaleAçık Erişim2024Scopus SJRQ3The correlation between children’s health literacy level and healthy eating self-efficacy
Kasimoğlu, Necla; Gürarslan Baş, Nazan
Background The school environment provides an important opportunity for children and educators to develop health education and health literacy the ability to make rational health decisions and identify and determine factors that affect health. The aim of this study is to determine the correlation between health literacy and eating self-efficacy levels of primary school students and the affecting factors. Methods The study was conducted with 486 fourth graders studying in a primary school located in eastern Turkey between September 2021 and June 2022. The data were collected through face-to-face interviews using the Personal Information Form, the Health Literacy for School-Age Children Scale (HLSAC), and the Healthy Eating Self-Efficacy Scale for Children (HESES-C). Data were analyzed by number, percentage, mean, independent samples t-test, non-parametric Mann–Whitney U and Kruskal–Wallis tests, and Pearson’s correlation tests. Results The gender of the students and the education level of their mothers had a statistically significant correlation with their mean HESES-C and HLSAC scores scores (p<0.05). There was a significant negative correlation between the students’ HLSAC and their HESES-C mean scores. Conclusions According to the findings of the study, the students had a moderate level of health literacy and a low level of healthy eating self-efficacy. There was a negative relationship between health literacy levels and healthy eating self-efficacy.
AtıfWoS1OpenAlex1İncele - MakaleYalnız künye2021Opinions of coaches regarding their professional self-efficacy in Elazig province
Namli, Aysel Kizilkaya; Kizilkoca, Mustafa
This research was carried out in order to determine the opinions of the coaches in Elazig province regarding their professional self-efficacy. Qualitative research model was used in the research and case study was used from qualitative research models. The study group consists of 30 coaches who are still actively coaching in Elazig province, which was created with the maximum variety method of the purpose sample included in non-selective sampling methods. A semi-structured interview form was used to collect data in the research. In the analysis of the data obtained as a result of the research; descriptive analysis was used in the creation of themes and content analysis was used to analyze the answers. The coaches stated various opinions such as that their profession is a special field, entertaining, personal development provider, health protection in the research. The research concluded that all coaches need to improve themselves. Besides, coaches think that professional development has an impact on personal development. According to the results of the research, the strengths of the coaches are such characteristics as being patient, being willing, being conscientious, loving the profession, being ambitious, being tolerant; features such as having communication problems, getting angry quickly, being sensitive and emotional are determined as the weakest aspects.
AtıfScopus1İncele - MakaleAçık Erişim2017Scopus SJRQ3Effects of role-playing scenarios on the self-efficacy of students in resisting against substance addiction: A pilot study
Karatay, Gülnaz; Baş, Nazan Gürarslan
During the first phases of adolescent development, young people have little self-efficacy and resistance against substance use. The aim of this study was to demonstrate the effectiveness of role-playing scenarios on the self-efficacy of students in resisting substance use. A pre test and post test study design was used with a single group. The study was carried out with 245 secondary school students. The scenario-based training, developed by the researchers, was presented by the school counselors once a week for 4 weeks. For this purpose, a booklet of scenarios was prepared for the teachers. The role-playing scenarios were intended to improve adolescents’ abilities to say "no" to substance offers, to prevent them from becoming addicted to certain substances, and to call for help if needed. The data of the study were collected using the Personal Information Form and the Self-Efficacy for Adolescences Protecting Substance Abuse Scale. The obtained data were assessed using percentages, chi-square, t test, and F test in the SPSS software. Results showed that, after the training, the mean score in the Self-Efficacy for Adolescences Protecting Substance Abuse Scale increased significantly (103.20 ± 20.00) compared with before the training (92.11 ± 17.08) (P <.05). Short-term outcomes of the class-based scenario training were observed to be effective in the development of students’ self-efficacy to resist the temptations of substance use.
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