Effects of Teach-Back intervention on teachers’ epilepsy knowledge, attitudes, self-efficacy, and first aid practices

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.