scholarly journals Determinants of First Aid Knowledge and Basic Practice Among Elementary School Teachers in Debre Tabor Town, Northcentral Ethiopia

2020 ◽  
Vol 13 (1) ◽  
pp. 380-387
Author(s):  
Wubet Taklual ◽  
Maru Mekie ◽  
Chalachew Yenew
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Multivariable Analysis ◽  
School Personnel ◽  
Educational Status ◽  
First Aid ◽  
School Teachers ◽  
First Aid Training ◽  
Debre Tabor ◽  
Study Participants

Background: Pre-hospital school-based Emergency Medical Service (EMS) at school by school personnel is mandatory for saving the pupils from disability and death attributed to injury-related problems. Therefore, this study aimed to assess the determinant factors of first aid knowledge and basic practice among elementary school teachers in Debre Tabor, Ethiopia. Methods: Institution based cross-sectional study was employed in Debre Tabor among 216 elementary school teachers. A simple random sampling technique with proportional allocation was applied for the selection of the study participants. Data entry was done by Epi data version 3.1 and exported to SPSS version 21 for cleaning and analysis. Descriptive statistics was performed by using frequency, percentage, and table. Bivariable and multivariable logistic regressions were performed to determine the significance and strength of association at a 95% confidence interval. P-value <0.05 was considered as statistically significant. Results and Discussion: Our study revealed that 45.8% of study subjects were knowledgeable on first aid. More than 75% of study participants reported that they have encountered a child who needs first aid. Among these, 64% of them provide first aid. The multivariable analysis revealed that service year (AOR=3.51, 95%CI: (1.06, 11.59)), educational status (AOR=12.15, 95%CI: (3.17, 46.67)), previous first aid training (AOR=0.43, 95%CI: (0.21, 0.87)) and information about first aid (AOR=0.12, 95%CI ;(0.03, 0.48)) were found to be significantly associated with having knowledge on first aid. Conclusion: School teachers have low knowledge of first aid. Educational status, service year, previous first aid training and information on first aid were the predictors of first aid knowledge. Introducing essential first aid training in the curriculum during teachers’ training shall be considered.

scholarly journals Determinants of first aid knowledge and basic practice among elementary school teachers in Debre Tabor City, Northwest Ethiopia

2019 ◽  
Author(s):  
Wubet Taklual ◽  
Maru Mekie ◽  
Chalachew Yenew
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Multivariable Analysis ◽  
Sample Size Calculation ◽  
Study Participant ◽  
Educational Status ◽  
First Aid ◽  
School Teachers ◽  
First Aid Training ◽  
Debre Tabor

AbstractBackgroundUnpremeditated injuries are the leading causes of morbidity and mortality in pediatrics population, especially in low and middle-income countries. Giving immediate help for an injured child is a crucial step for saving the child from further disability and/or death. This study aimed to assess the determinant factors of first aid knowledge and basic practice among elementary school teachers in Debre Tabor, Ethiopia.MethodInstitution based cross-sectional study was employed in Debre Tabor City. Single population proportion formula was used for sample size calculation and a total of 216 elementary school teachers were included in study. Simple random sampling technique with proportional allocation was applied for selections of the study participant. Data entry was done by Epi data version 3.1 and the data was exported to SPSS version 21 for analysis. Binary and multivariable logistic regression analysis were performed to identify determinants of knowledge on first aid. Crude and adjusted odds ratios were used to determine the significance and strength of association at 95% confidence interval.ResultOur study revealed that 45.8% of the subjects were knowledgeable on first aid. More than 75% of study participant reported that they have encountered a child who need first aid. Among this 64% of them provide first aid. The multivariable analysis revealed that service year (AOR=3.51, 95%CI: (1.06, 11.59)), educational status (AOR=12.15, 95%CI: (3.17, 46.67)), previous first aid training (AOR=0.43, 95%CI: (0.21, 0.87)) and information about first aid (AOR=0.12, 95%CI ;(0.03, 0.48)) were found to be significantly associated with having knowledge on first aid.ConclusionSchool teachers have low knowledge on first aid. Educational status, service year, previous first aid training and information on first aid were the predictor of first aid knowledge. Introducing essential first aid training in the curriculum during teachers’ training shall be considered.

scholarly journals Assessment of Elementary School Teachers’ Level of Knowledge and Attitude regarding Traumatic Dental Injuries in the United Arab Emirates

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Manal A. Awad ◽  
Eman AlHammadi ◽  
Mariam Malalla ◽  
Zainab Maklai ◽  
Aisha Tariq ◽  
...  
Keyword(s):  
Elementary School ◽  
Emergency Management ◽  
Elementary School Teachers ◽  
First Aid ◽  
School Teachers ◽  
First Aid Training ◽  
Level Of Knowledge ◽  
Traumatic Dental Injuries ◽  
Knowledge And Attitude ◽  
Dental Injuries

Introduction. In this cross-sectional study, the level of knowledge and attitude of elementary school teachers regarding traumatic dental injuries (TDI) were assessed. Materials and Methods. A questionnaire was distributed to 330 elementary school teachers in 30 randomly selected schools in the Emirates of Sharjah and Dubai. The questionnaire collected information on participants’ demographic characteristics, first aid training, and attitude about emergency management of TDI. Results. 292 teachers (88%) completed the questionnaires; of these, 95% were females, and 50% of the participants had first aid training. Knowledge about tooth avulsion was inadequate, and first aid training was not associated with correct responses to management of avulsed teeth (p>0.05). A significantly higher percentage of younger teachers (p<0.05) expressed the need for future education on TDI management. A significantly higher percentage of participants who had an educational position (95%) indicated that they did not have enough knowledge regarding TDI compared to physical education teachers (79%) and administrators (87%) (p<0.05). Conclusions. Elementary school teachers in the UAE have a low level of knowledge regarding the management of dental trauma. Educational programs that address TDI are needed and could improve the elementary school teachers’ level of knowledge in emergency management of TDI.

scholarly journals Use of Evidence-Based Survey Methods to Explore Early Elementary School Teachers’ Approaches to Managing Student Anxiety

2017 ◽  
Vol 7 (1) ◽  
pp. 123
Author(s):  
Richard D. Birnbaum ◽  
Sara E. Witmer ◽  
John S. Carlson
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teaching Strategies ◽  
Survey Methods ◽  
School Personnel ◽  
Early Elementary ◽  
School Teachers ◽  
Student Anxiety ◽  
Early Elementary School ◽  
Whole Class

The purpose of this study was to describe and explore early elementary school teachers’ practices with regard to addressing student anxiety, focusing on the types of anxiety-reducing strategies they teach in their classes, the level at which they teach them (i.e., on an individual, small group, or whole class level), and the nature of the approach they use (i.e., proactive or reactive). Using a modified version of Tailored Design Methodology (TDM; Dillman, Smyth, & Christian, 2014), survey results (N=190 teacher participants; 64% response rate) indicated that almost two-thirds (66%) of teachers affirmed that student anxiety was impacting their classrooms. Almost all teachers (i.e., 90%) acknowledged teaching multiple anxiety-reducing strategies to their students, contrary to expectations. Survey participants most commonly reported teaching strategies to the whole class, as opposed to teaching strategies to small groups of students or to students on an individual basis. Use of reactive, as opposed to proactive approaches to teaching these strategies were more often reported. Implications are provided for how school personnel can support teachers in using a more proactive approach and ensuring that targeted instruction is available for students with more intensive needs.

Summer institutes in mathematics and science-mathematics for elementary-school personnel

1961 ◽  
Vol 8 (2) ◽  
pp. 90
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
National Science Foundation ◽  
School Personnel ◽  
School Teachers ◽  
National Science ◽  
Elementary School Personnel ◽  
Science Information ◽  
Mathematics And Science

The National Science Foundation has provided funds to support nineteen summer institutes in 1961 for elementary-school teachers, supervisors, and principals. Primary emphasis in the institutes will be devoted to strengthening the participants' knowledge of mathematics and science. Information and application blanks may be obtajned only from the host institutions. The completed application blanks must be postmarked by March 15, 1961, to assure consideration.

Re-education in mathematics for elementary school personnel: in-service programs—one way to solve the problem

1964 ◽  
Vol 11 (6) ◽  
pp. 413-417
Author(s):  
Joseph A. Izzo ◽  
Ruth Kelley Izzo
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Effective Instruction ◽  
School Personnel ◽  
School Mathematics ◽  
School Teachers ◽  
Service Programs ◽  
Mathematics Program ◽  
Elementary School Personnel

The recent revolution in school mathematics—the term associated with developments which have produced the so-called modern programs in mathematics—has presented a challenge to elementary school teachers. The challenge is to acquire sufficient background in mathematics to enable them to provide effective instruction in the mathematics program presently suggested for the elementary school.

scholarly journals Determinants of Knowledge, Attitude, and Practice Towards First Aid Among Kindergarten and Elementary School Teachers in Gondar City, Northwest Ethiopia

2021 ◽  
Author(s):  
Belayneh Shetie Workneh ◽  
Enyew Getaneh Mekonen ◽  
Mohammed Seid Ali
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
First Aid ◽  
Northwest Ethiopia ◽  
School Level ◽  
Favorable Attitude ◽  
Good Knowledge ◽  
School Type ◽  
School Teachers ◽  
Knowledge Attitude And Practice

Abstract Background: Injuries continue to be an important cause of morbidity and mortality in the developed and developing world. School-age children are more likely to experience unintentional injuries in the school, while they are playing and teachers are the primarily responsible body for keeping the welfare of the students. Knowing the knowledge, attitude, and practice of kindergarten and elementary school teachers towards first aid will be used as an input for policymakers to intervene and provide training. Therefore, this study was aimed to assess knowledge, attitude, practice, and associated factors towards first aid among kindergarten and elementary school teachers in Gondar city, Northwest Ethiopia, 2021.Methods: An institution-based cross-sectional study was conducted from January 01 to 20, 2021. A simple random sampling technique was employed to recruit 346 participants. A structured pretested self-administered questionnaire was used to collect data. Data were entered in Epi-info version 7, analyzed using SPSS version 21, and presented by frequencies, percentages, tables, and graphs. Bivariable relationships between the independent and outcome variable were investigated using a binary logistic regression model and a multivariable analysis was run to control potential confounding factors. Variables with a p-value < 0.05 were considered as factors significantly associated and the strength of association was determined using an odds ratio with a 95% CI.Results: Only 41.1% of the teachers had good knowledge of first aid. Nearly two-thirds (64.8%) of the teachers had a favorable attitude towards first aid. The majority (85.8%) of the teachers who faced a child in need of first aid in their school gave first aid. Factors like working experience [AOR: 2.45; 95% CI (1.26, 4.73)], school level [AOR: 4.72; 95% CI (1.96, 11.4)], school type [AOR: 4.23; 95% CI (2.07, 8.64)], and having information about first aid [AOR: 2.09; 95% CI (1.11, 3.92)] were significantly associated with knowledge. School-level [AOR = 5.4, 95% CI (2.18-11.67)], school type [AOR = 0.45, 95% CI (0.21-0.94)], and working experience [AOR = 0.33, 95% CI (0.13-0.86)] were the factors significantly associated with attitude.Conclusion: Less than half and nearly two-thirds of the teachers had good knowledge and a favorable attitude towards first aid. The majority of the teachers who encountered a child in need of first aid gave first aid. Having higher working experience, working in elementary and private schools, and having previous information increases the odds of having good knowledge. Teachers who work in elementary and private schools and have lower working experience had higher odds of favorable attitude towards first aid. It is better to give attention to the training of staff on first aid specifically for teachers working in kindergarten and governmental schools and new employees and consider integrating first aid in teachers' training curriculum.

scholarly journals Determinants of knowledge, attitude, and practice towards first aid among kindergarten and elementary school teachers in Gondar city, Northwest Ethiopia

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Belayneh Shetie Workneh ◽  
Enyew Getaneh Mekonen ◽  
Mohammed Seid Ali
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
First Aid ◽  
Northwest Ethiopia ◽  
School Level ◽  
Favorable Attitude ◽  
Good Knowledge ◽  
School Type ◽  
School Teachers ◽  
Knowledge Attitude And Practice

Abstract Background Injuries continue to be an important cause of morbidity and mortality in the developed and developing world. School-age children are more likely to experience unintentional injuries in the school, while they are playing and teachers are the primarily responsible body for keeping the welfare of the students. Knowing the knowledge, attitude, and practice of kindergarten and elementary school teachers towards first aid will be used as an input for policymakers to intervene and provide training. Therefore, this study was aimed to assess knowledge, attitude, practice, and associated factors towards first aid among kindergarten and elementary school teachers in Gondar city, Northwest Ethiopia, 2021. Methods An institution-based cross-sectional study was conducted from January 01 to 20, 2021. A simple random sampling technique was employed to recruit 346 participants. A structured pretested self-administered questionnaire was used to collect data. Data were entered in Epi-info version 7, analyzed using SPSS version 21, and presented by frequencies, percentages, tables, and graphs. Bivariable relationships between the independent and outcome variable were investigated using a binary logistic regression model and a multivariable analysis was run to control potential confounding factors. Variables with a p-value < 0.05 were considered as factors significantly associated and the strength of association was determined using an odds ratio with a 95% CI. Results Only 41.1% of the teachers had good knowledge of first aid. Nearly two-thirds (64.8%) of the teachers had a favorable attitude towards first aid. The majority (85.8%) of the teachers who faced a child in need of first aid in their school gave first aid. Factors like working experience [AOR: 2.45; 95% CI (1.26, 4.73)], school level [AOR: 4.72; 95% CI (1.96, 11.4)], school type [AOR: 4.23; 95% CI (2.07, 8.64)], and having information about first aid [AOR: 2.09; 95% CI (1.11, 3.92)] were significantly associated with knowledge. School-level [AOR = 5.4, 95% CI (2.18–11.67)], school type [AOR = 0.45, 95% CI (0.21–0.94)], and working experience [AOR = 0.33, 95% CI (0.13–0.86)] were the factors significantly associated with attitude. Conclusion Less than half and nearly two-thirds of the teachers had good knowledge and a favorable attitude towards first aid. The majority of the teachers who encountered a child in need of first aid gave first aid. Having higher working experience, working in elementary and private schools, and having previous information increases the odds of having good knowledge. Teachers who work in elementary and private schools and have the lower working experience had higher odds of favorable attitude towards first aid. It is better to give attention to the training of staff on first aid specifically for teachers working in kindergarten and governmental schools and new employees and consider integrating first aid in teachers’ training curriculum.

PERCEPTION OF FIRST AID AMONG ELEMENTARY SCHOOL TEACHERS

2019 ◽  
Vol 5 ◽  
Author(s):  
Layze Braz De Oliveira ◽  
Francisca Regivane Lima Sousa ◽  
Elaine Carininy Lopes da Costa ◽  
Aline Raquel de Sousa Ibiapina ◽  
Antônio Alberto Ibiapina Costa Filho ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Environment ◽  
School Context ◽  
Hierarchical Classification ◽  
Emergency Situation ◽  
First Aid ◽  
Qualitative Approach ◽  
School Teachers ◽  
The Face

Objective: to evaluate the perception of elementary school teachers about first aid produced in the school context. Method: A descriptive, exploratory, qualitative approach developed in a municipal school system with 15 teachers. Recorded interviews were transcribed and then processed, analyzed by the Descending Hierarchical Classification. The findings were based on Ogden and Richards' Theory of Meaning. Results: Five classes were obtained: "Gaps in perception about first aid"; "Perception of urgency and emergency in school"; "Acting in the face of an urgent and emergency situation", "Training of professionals in first aid in school" and "Risk inherent to the school environment". Conclusion: The perception about first aid is based on their own daily experiences, the speeches still reflect the professionals' insecurities in acting in the face of a real need.

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