Child development students’ level of knowledge of child health

Objective: It is important for the pre-school trainers who are intertwined with children as their task requires, to have particular knowledge and equipment in the field of health in addition to their education and training activities. Because it isn’t possible to predict their requirements in health issues, especially the timing of the urgencies. In this study, we aimed to discuss the knowledge and experiences of child development students about child health and emergency events that require immediate intervention.
Material and Methods: Within the framework of Gaziosmanpaþa University Child Development Program, this study was enrolled with the students of first and last classes, and their demographic data, if they received any previous first-aid training, if they participated in any course or training in the field of health were recorded and asked to fill a survey which was formed of 20 questions about knowledge of child health. Each question is answered correctly by 1 point; resulting in the lowest 0, it may be the highest in 20 points.
Results: Of 33.7% of the first class students, and 51.6% of the last class students found themselves sufficient about child health. The majority of the students have been found to give the correct answers to questions related with approach to fever, the risks of obesity, personal hygiene, and the approach to children with electric shock, head injury, or foreign body lodge. In addition, only the half of the students have been found to answer that tuberculosis is transmitted by the air (first class: 42.1%, last class: 50.5%) and the correct answer to the question “What should be done first in burns as a result of spiiling of hot water?”, as “Must be kept for at least 5-10 minutes under running tap water. “ (first class: 43.2%, last class: 52.7%). In addition, only one of four students marked the wrong expression as “the child who drank bleach, detergent-like cleaning materials should be immediately induced” (first class: 27.4% and last class: 25.3%). The average total score (15.27±2.30) and the success rate (76.3%) of last-year students were found to be higher than the first-year students (13.00±2.93, 65%, p<0.001).
Conclusions: Although the average total score of last-year students has been detected to be higher than the scores of the first-year students; it has been detected that the students didn’t have sufficient knowledge about the problems they might encounter often in their professions, such as the approach to a patient with corrosive agent ingestion, the post–burn first-aid and the transmission of tuberculosis. From this perspective, it is thought that to create the content of the curriculum for students intended for the frequently encountered problems that they would face in their professional lives would contribute to the increase in level of knowledge. In addition, continuity of knowledge should be provided with inservice training after graduation

Çocuk geliþim öðrencilerinin çocuk saðlýðý konusundaki bilgi düzeyleri

Amaç: Görevleri gereði çocuklarla iç içe olan okul öncesi eðiticilerinin; eðitim ve öðretim faaliyetlerinin yanýnda saðlýk alanýnda belirli bilgi ve donanýma sahip olmalarý önemlidir. Çünkü saðlýk alanýndaki gereksinimlerinin özellikle de acil konularýn ne zaman ortaya çýkacaðýný kestirmek mümkün deðildir. Bu çalýþmada da; çocuk geliþim bölümünde okuyan öðrencilerin, çocuk saðlýðý ve acil müdahale gerektiren olaylar ile ilgili bilgi ve deneyimlerini irdelemeyi amaçladýk.
Gereç ve Yöntemler: Gaziosmanpaþa Üniversitesi Çocuk Geliþim Programý çerçevesinde eðitim gören birinci ve son sýnýf öðrencileri üzerinde yürütülen çalýþma kapsamýnda öðrencilerin demografik bilgileri, daha önceden ilk yardým eðitimi alýp almadýklarý, saðlýk alanýnda herhangi bir kursa ya da eðitime katýlýp katýlmadýklarý kaydedildi ve 20 sorudan oluþan çocuk saðlýðý bilgi düzeyi ile anket formunu doldurmalarý istendi. Her doðru cevaplanan soru 1 puan olup; sonuçta da en düþük 0, en yüksek de 20 puan alýnabilirdi.
Bulgular: Birinci sýnýf öðrencilerinin %33.7’si ile son sýnýf öðrencilerinin %51.6’sý kendilerini çocuk saðlýðý konusunda yeterli bulmaktaydý. Öðrencilerinin büyük çoðunluðunun ateþe müdahale yöntemini, obesitenin getirdiði riskleri, kiþisel hijyen, elektrik çarpan, kafa travmasý geçiren ve yabancý cisim saplanan çocuða müdahale konusuyla iliþkili sorulara doðru cevap verdiði saptanmýþtýr. Ayrýca öðrencilerin ancak yarýsýnýn; tüberküloz hastalýðýnýn hava yolu ile bulaþtýðýný (Birinci sýnýf: %42.1 ve son sýnýf: %50.5) ve “Sýcak su dökülmesi sonucu oluþan yanýklarda ilk olarak ne yapýlmalýdýr?” sorusuna doðru cevap olan “En az 5-10 dakika süreyle akan çeþme suyunun altýnda tutulmalýdýr.” cevabýný (Birinci sýnýf: %43.2 ve son sýnýf: %52.7) verdiði saptanmýþtýr. Ek olarak öðrencilerin ancak dörtte birinin; “Çamaþýr suyu, deterjan benzeri temizlik malzemesi içen çocuk derhal kusturulmalýdýr.” (Birinci sýnýf: %27.4 ve son sýnýf: % 25.3) ifadesini yanlýþ olarak iþaretledikleri saptandý. Son sýnýf öðrencilerin toplam puanlarýnýn ortalamasý (15,27±2,30) ve baþarý yüzdeleri (%76.3) birinci sýnýf öðrencilerinkinden (13.00±2.93, %65) yüksek olarak saptandý (p<0,001).
Sonuçlar: Son sýnýf öðrencilerin toplam puanlarýnýn ortalamasý; birinci sýnýf öðrencilerinkinden yüksek olarak saptansa da; koroziv madde içen hastaya müdahale, yanýk sonrasý ilk müdahale, tüberküloz hastalýðýnýn bulaþma yolu gibi meslek hayatlarýnda sýk karþýlaþabilecekleri sorunlar konusunda öðrencilerin yeterli bilgi düzeyine sahip olmadýklarý saptanmýþtýr. Bu açýdan da öðrencilere verilen eðitim müfredatýnýn içeriðinin; meslek hayatlarýnda sýk karþýlaþabilecekleri sorunlara yönelik oluþturulmasý bilgi düzeyinin artmasýna katký saylayacaðý düþünülmektedir. Ayrýca mezuniyet sonrasý hizmet içi eðitimlerle bilginin devamlýlýðý saðlanmalýdýr.