Johnson Samantha, Gilmore Camilla, Gallimore Ian, Jaekel Julia, Wolke Dieter
Department of Health Sciences, University of Leicester, Leicester, UK.
Mathematics Education Centre, Loughborough University, Loughborough, UK.
Dev Med Child Neurol. 2015 Jun;57(6):571-7. doi: 10.1111/dmcn.12683. Epub 2015 Jan 14.
The knowledge and information needs of education professionals were assessed to determine how prepared they feel to support the growing number of preterm children entering schools today.
In a national survey, 585 teachers and 212 educational psychologists completed the Preterm Birth-Knowledge Scale (PB-KS) to assess knowledge of outcomes following preterm birth. Total scores (range 0-33) were compared between groups and the impact of demographic characteristics on knowledge was analysed. Training and information needs were also assessed.
Teaching staff (mean 14.7, SD 5.5) had significantly lower knowledge scores than educational psychologists (mean 17.1, SD 5.0; p<0.001); both had significantly lower scores than neonatal clinicians surveyed previously (mean 26.0, SD 3.6; p<0.001). Education professionals' poorest areas of knowledge related to the most frequent adverse outcomes following preterm birth. Only 16% of teaching staff had received training about preterm birth and more than 90% requested more information. Having a special educational needs role and being employed at least 16 years were associated with higher knowledge scores.
Education professionals have poor knowledge of the needs of children born preterm and most feel ill-equipped to support them in school. As teachers have primary responsibility for providing long-term support for children born preterm, this is of significant public health and educational concern.
评估教育专业人员的知识和信息需求，以确定他们认为自己在支持如今越来越多进入学校的早产儿童方面准备得如何。
在一项全国性调查中，585名教师和212名教育心理学家完成了早产知识量表（PB-KS），以评估对早产后果的知识掌握情况。比较了各组的总分（范围为0 - 33），并分析了人口统计学特征对知识的影响。还评估了培训和信息需求。
教师（平均14.7，标准差5.5）的知识得分显著低于教育心理学家（平均17.1，标准差5.0；p<0.001）；两者的得分均显著低于之前调查的新生儿临床医生（平均26.0，标准差3.6；p<0.001）。教育专业人员知识最薄弱的领域与早产最常见的不良后果相关。只有16%的教师接受过关于早产的培训，超过90%的人要求获得更多信息。担任特殊教育需求相关角色且工作至少16年与更高的知识得分相关。
教育专业人员对早产儿童的需求了解不足，大多数人觉得在学校支持这些儿童时准备不足。由于教师对为早产儿童提供长期支持负有主要责任，这在公共卫生和教育方面具有重大意义。
