Educational interventions improving knowledge about epilepsy in preschool children

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F21%3A43962485" target="_blank" >RIV/49777513:23420/21:43962485 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S1525505020308209" target="_blank" >https://www.sciencedirect.com/science/article/pii/S1525505020308209</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.yebeh.2020.107640" target="_blank" >10.1016/j.yebeh.2020.107640</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Educational interventions improving knowledge about epilepsy in preschool children

Popis výsledku v původním jazyce

Objective: Sufficient public knowledge about epilepsy is a starting point for reducing epilepsy-related stigma and improving quality of life of people with this condition. Thus, interventions aimed at improving such knowledge are greatly needed. However, there is a significant lack of such interventions and none have been applied to preschool children. We aimed to develop effective interventions using the educational board game Action Zone! and a technique known as educational story, and by focusing on the acquisition of knowledge about epilepsy in children aged 5-6 years with no previous knowledge of epilepsy. Methods: Knowledge about epilepsy was measured using a 20-item test consisting of questions selected from educational game and an 11-item test used successfully in our previous intervention study focused on children aged 9-11 years. Both measures exhibited acceptable internal consistency with Cronbach&apos;s alpha of 0.72 and 0.67. In total, 296 children participated in three intervention studies (educational game, educational story, and a revised version of educational story). Level of knowledge was assessed immediately after each intervention and again one month later. Results: We found that all interventions were effective (p = 0.001) in comparison of retest results with baseline of zero level of knowledge based on the statements of children before intervention. Intervention based on educational game resulted in a higher percentage of correct responses in comparison with educational story (p = 0.020). However, the revised version of educational story developed using participatory action research was superior in comparison with the original version (p &lt; 0.001) and fully comparable with educational game (p = 0.864). Conclusions: The results showed the aforesaid interventions were significant and effective ways to establish basic knowledge about epilepsy in the given age group.

Název v anglickém jazyce

Educational interventions improving knowledge about epilepsy in preschool children

Popis výsledku anglicky

Objective: Sufficient public knowledge about epilepsy is a starting point for reducing epilepsy-related stigma and improving quality of life of people with this condition. Thus, interventions aimed at improving such knowledge are greatly needed. However, there is a significant lack of such interventions and none have been applied to preschool children. We aimed to develop effective interventions using the educational board game Action Zone! and a technique known as educational story, and by focusing on the acquisition of knowledge about epilepsy in children aged 5-6 years with no previous knowledge of epilepsy. Methods: Knowledge about epilepsy was measured using a 20-item test consisting of questions selected from educational game and an 11-item test used successfully in our previous intervention study focused on children aged 9-11 years. Both measures exhibited acceptable internal consistency with Cronbach&apos;s alpha of 0.72 and 0.67. In total, 296 children participated in three intervention studies (educational game, educational story, and a revised version of educational story). Level of knowledge was assessed immediately after each intervention and again one month later. Results: We found that all interventions were effective (p = 0.001) in comparison of retest results with baseline of zero level of knowledge based on the statements of children before intervention. Intervention based on educational game resulted in a higher percentage of correct responses in comparison with educational story (p = 0.020). However, the revised version of educational story developed using participatory action research was superior in comparison with the original version (p &lt; 0.001) and fully comparable with educational game (p = 0.864). Conclusions: The results showed the aforesaid interventions were significant and effective ways to establish basic knowledge about epilepsy in the given age group.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

EPILEPSY &amp; BEHAVIOR

ISSN

1525-5050

e-ISSN

—

Svazek periodika

115

Číslo periodika v rámci svazku

FEB 2021

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

8

Strana od-do

"Nestránkováno"

Kód UT WoS článku

000617546400032

EID výsledku v databázi Scopus

2-s2.0-85097734420