Khanal K, Maharjan R, Pokharel B R, Sanjel S
Department of Community Medicine Kathmandu University School of Medical Sciences Dhulikhel, Kavre, Nepal.
Department of Nursing Kathmandu University School of Medical Sciences Dhulikhel, Kavre, Nepal.
Kathmandu Univ Med J (KUMJ). 2015 Oct-Dec;13(52):316-22. doi: 10.3126/kumj.v13i4.16830.
Background Studies on Knowledge towards epilepsy among school teachers are very limited on developing countries especially with reference to Nepal. Level of knowledge of schoolteachers plays an important role on providing a greater educational support for epileptic child and to maintain good communication skills between epileptic and normal child. Objective Objective of this study is to assess the level of knowledge about epilepsy and its associated factors among school teachers. Method A cross sectional study was conducted from 10th June to 4th July, 2014 among 165 teachers teaching in six different schools of Kathmandu Metropolitan City. A selfadministrated questionnaire consisting of structured and multiple choice questions were designed to collect information on the teacher's socio-demographic profile and knowledge about epilepsy. A scoring system was developed for each question: each correct answer was given a score of 1, and a score of 0 for wrong answer. Total score was categorized on two categories: Good Knowledge and Poor Knowledge. Result Teacher's age did not correlate significantly with their knowledge about epilepsy but total years of teaching experiences and knowledge about epilepsy were found to be positively correlated (ρ= 0.165, p= 0.01). Academic qualification of teachers and different teaching level were associated with level of knowledge (p= 0.023, p= 0.021). Significant difference on knowledge score was found among teachers having different academic qualification (p= 0.019). Conclusion All teachers were aware about epilepsy, but their knowledge about epilepsy was not sufficient therefore, health education training program about epilepsy is needed for teachers.
在发展中国家，尤其是尼泊尔，针对学校教师对癫痫知识的研究非常有限。学校教师的知识水平对于为癫痫儿童提供更多教育支持以及维持癫痫儿童与正常儿童之间的良好沟通技巧起着重要作用。目的：本研究的目的是评估学校教师对癫痫及其相关因素的知识水平。方法：2014年6月10日至7月4日，在加德满都都会区六所不同学校的165名教师中进行了一项横断面研究。设计了一份由结构化和多项选择题组成的自填问卷，以收集教师的社会人口统计学资料和有关癫痫的知识。为每个问题制定了一个评分系统：每个正确答案得1分，错误答案得0分。总分分为两类：知识良好和知识欠佳。结果：教师的年龄与他们对癫痫的知识没有显著相关性，但教学总年限与对癫痫的知识呈正相关（ρ=0.165，p=0.01）。教师的学历和不同的教学水平与知识水平相关（p=0.023，p=0.021）。在具有不同学历的教师中，知识得分存在显著差异（p=0.019）。结论：所有教师都了解癫痫，但他们对癫痫的知识并不充分，因此，需要为教师开展关于癫痫的健康教育培训项目。
