Publication: Hemşire liderli bedeni koruma eğitiminin görme engelli öğrencilerin bilgi düzeylerine etkisi
Abstract
Amaç: Görme engelli çocuklar özbakım sağlamada daha bağımlı olmaları ve çevre ile iletişim kurmada dokunma duyularını kullanmaları nedeniyle istismar açısından riskli bir gruptur. Çocuk cinsel istismarıyla mücadelede en etkili yol olay gerçekleşmeden önce önlemektir. Araştırmanın amacı hemşire liderli bedeni koruma eğitiminin (HLBKE) görme engelli öğrencilerin bilgi düzeylerine etkisini incelemektir. Gereç ve yöntem: Randomize kontrollü deneysel türdeki bu çalışma Ekim 2021- Mart 2022 tarihleri arasında İstanbul’da bir görme engelliler ilkokulu- ortaokulu öğrencileriyle (N= 105) yapıldı. Çalışmaya katılması ailesi tarafından onay verilen 53 öğrenci randomize olarak girişim (n= 27) ve kontrol (n= 26) grubuna ayrıldı. Veriler cinsel istismar bilgi düzeyi ölçeği iyi dokunuş ve kötü dokunuş alt boyutları ile yüz yüze görüşme yöntemiyle toplandı. HLBKE sözlü anlatım şeklinde, cinsiyetsiz bir oyuncak bebek ve yardım düdüğü kullanılarak girişim grubuna 3-4 kişilik gruplar halinde uygulandı. Ayrıca girişim grubuna son testten sonra Braille Alfabesi ile hazırlanan hatırlatıcı eğitim broşürü dağıtıldı. Bulgular: Girişim grubunun iyi dokunuş ve kötü dokunuş alt ölçeği son test ve izlem test puanı kontrol grubundan istatistiksel olarak anlamlı yüksek bulundu (p<0,05). Aynı zamanda girişim grubu öğrencilerin son test ve izlem test puanı ön testten istatistiksel olarak anlamlı yüksekti (p<0,05). Sonuç: HLBKE görme engelli öğrencilerin bilgi düzeylerini arttırmada etkilidir. Okullarda görme engelli öğrencilere uygulanması önerilmektedir.
Objective: Visually impaired children are a risky group for abuse because they are more dependent on self-care and use their senses of touch in communicating with the environment. The most effective way to combat child sexual abuse is to prevent it before it happens. The aim of the study is to examine the effect of nurse-led body protection education (NLBPE) on the knowledge levels of visually impaired students. Material and methods: This randomized controlled experimental study was conducted between October 2021-March 2022 with students (N=105) from a primary- secondary school for the visually impaired in Istanbul. The 53 students who were approved by their families were randomly divided into intervention (n=27) and control (n=26) groups. Data were collected by face-to-face interviews with sub-dimensions of sexual abuse knowledge level scale, good touch and bad touch. The NLBPE was administered to the intervention group in groups of 3-4, using a genderless doll and help whistle, in the form of an oral narration. In addition, the reminder education brochure prepared with Braille Alphabet was distributed to the intervention group after the post-test. Results: The good touch and bad touch subscale post-test and follow-up test scores of the intervention group were statistically significantly higher than the control group (p<0,05). The post-test and follow-up test scores of the intervention group students were statistically significantly higher than their pre-test (p<0,05). Conclusion: The NLBPE is effective to increasing the knowledge level of visually impaired students. It is recommended to be applied to visually impaired students in schools.
Objective: Visually impaired children are a risky group for abuse because they are more dependent on self-care and use their senses of touch in communicating with the environment. The most effective way to combat child sexual abuse is to prevent it before it happens. The aim of the study is to examine the effect of nurse-led body protection education (NLBPE) on the knowledge levels of visually impaired students. Material and methods: This randomized controlled experimental study was conducted between October 2021-March 2022 with students (N=105) from a primary- secondary school for the visually impaired in Istanbul. The 53 students who were approved by their families were randomly divided into intervention (n=27) and control (n=26) groups. Data were collected by face-to-face interviews with sub-dimensions of sexual abuse knowledge level scale, good touch and bad touch. The NLBPE was administered to the intervention group in groups of 3-4, using a genderless doll and help whistle, in the form of an oral narration. In addition, the reminder education brochure prepared with Braille Alphabet was distributed to the intervention group after the post-test. Results: The good touch and bad touch subscale post-test and follow-up test scores of the intervention group were statistically significantly higher than the control group (p<0,05). The post-test and follow-up test scores of the intervention group students were statistically significantly higher than their pre-test (p<0,05). Conclusion: The NLBPE is effective to increasing the knowledge level of visually impaired students. It is recommended to be applied to visually impaired students in schools.