Publication: Görme Engelli Öğrencilerde Öz Bakım Geliştirme Programının Etkinliği
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Date
2020-01-01
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Abstract
Çalışmanın amacı, görme engelli öğrencilerde öz bakım geliştirme programının öz bakım becerileri üzerine etkisini incelemektir. Tek gruplu ön test-son test yarı deneysel tasarımlı çalışmanın evrenini, Şubat-Nisan 2015 tarihleriarasında İstanbul ilinde bir görme engelli ilköğretim okulunda öğrenim gören 2-8. sınıf öğrencilerinden, görmeengeli dışında herhangi bir engeli olmayan öğrenciler oluşturdu, örneklem seçimi yapılmayarak tüm evrene ulaşmak hedeflendi (N=102). Verilerin toplanmasında sosyo-demografik anket formu, öz bakım gücü ölçeği, öz bakım tarama ve izlem formu kullanıldı. “Görme engelli öğrencilerde öz bakım geliştirme programı’’ haftada 3 günsüre ile 8 hafta uygulandı. Program, öğrencileri ve okul toplumunu içine alan aktiviteleri içermekteydi. Programöncesinde ve sonrası araştırmacılar tarafından, öğrencilerin öz bakımına yönelik olarak taramaları yapılarak, özbakıma yönelik tarama ve izlem formuna kaydedildi. Program sonunda son değerlendirme ve 4 hafta sonra izlemdeğerlendirmesi yapıldı. Veriler SPSS 22 paket programında analiz edildi. Verilerin analizinde tanımlayıcı istatistikler (sayı, yüzde), fark testlerinden cocran’s q testi kullanıldı. Öğrencilerin %64.9’u öz bakımında desteğe ihtiyaçduyduğunu ifade etmiştir. Öğrencilerin öz bakım gücü orta düzeydedir. Öğrencilerin öz bakıma yönelik taramaları,saçlı deri ve saç temizliği (saç yağlanması, saç kepeklenmesi, saç görünümü), yüz temizliği (yüz, göz, burun, yüzgenel temizliği), cilt temizliği (ciltte lezyon, ter, kuruluk), ağız ve diş temizliği (plak, diş sararması, ağız kokusu),tırnak temizliği (tırnak yeme, tırnak kiri, tırnak uzunluğu), genel görünüm ön test, son test ve izlem testi değerlendirmelerinde istatistiksel olarak anlamlı fark bulunmuştur (p<0.01). Sonuç olarak, program ile görme engelliöğrencilerde, öz bakım becerilerinde olumlu yönde davranış değişimi sağlanmıştır.
The aim of the study is to examine the effect of self-care development program on self-care skills in students with visual impairment. One group pretest and post-test semi-experimental design of the study consisted of primary school students (between February-April 2015) of a school in Istanbul between the 2nd and 8th grades who were only visually impaired. It is aimed to reach the whole population instead of a sample group (N=102). Self-care self-efficacy scale, self-care screening and inspection form were used for data collection. The program was carried out in 8 weeks, three times each week. Before and after the program self-care surveys were carried out by the researchers and the data was saved in the inspection form. Final evaluation after the program and inspection evaluations after 4 weeks were done. The data were analyzed in the SPSS 22 packet program. Descriptive statistics (number, percentage) were used in the analysis of the data, cocran’s q test was used as the difference test. It was found that 64.9% of the students stated that they needed support in self-care. Self-care average was medium level. Significant differences were found in pre and post evaluation and inspection evaluation of students’ self-care screening hair hygiene (oily hair), face hygiene (face, eye, noise cleaning), skin hygiene (lesion, sweat and dryness), oral hygiene (plaque, yellowing of teeth, halitosis), nail hygiene (long nails, and untidy) and general appearance (p<0.01). As a result, the program provided positive change in self-care skills in visually impaired students.
The aim of the study is to examine the effect of self-care development program on self-care skills in students with visual impairment. One group pretest and post-test semi-experimental design of the study consisted of primary school students (between February-April 2015) of a school in Istanbul between the 2nd and 8th grades who were only visually impaired. It is aimed to reach the whole population instead of a sample group (N=102). Self-care self-efficacy scale, self-care screening and inspection form were used for data collection. The program was carried out in 8 weeks, three times each week. Before and after the program self-care surveys were carried out by the researchers and the data was saved in the inspection form. Final evaluation after the program and inspection evaluations after 4 weeks were done. The data were analyzed in the SPSS 22 packet program. Descriptive statistics (number, percentage) were used in the analysis of the data, cocran’s q test was used as the difference test. It was found that 64.9% of the students stated that they needed support in self-care. Self-care average was medium level. Significant differences were found in pre and post evaluation and inspection evaluation of students’ self-care screening hair hygiene (oily hair), face hygiene (face, eye, noise cleaning), skin hygiene (lesion, sweat and dryness), oral hygiene (plaque, yellowing of teeth, halitosis), nail hygiene (long nails, and untidy) and general appearance (p<0.01). As a result, the program provided positive change in self-care skills in visually impaired students.
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Eğitim, Eğitim Araştırmaları