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教师在学校管理1型糖尿病方面的能力:一个准实验干预研究
Nadeen Afeef Allefdawi1, Nahla Al Ali1, Samia Alharrasi2
1Community and Mental Health Nursing, Faculty of Nursing, Jordan University of Science and Technology, Irbid, Jordan.
SAGE open nursing
|February 9, 2026
概括
3小时的教育干预显著改善了约旦教师在学校管理1型糖尿病 (T1D) 的知识,态度和自我效能. 这种培训对于为T1D学生创造更安全,更包容的教育环境至关重要.
科学领域:
- 医学教育 医学教育
- 儿科内分泌学 儿科内分泌学
- 公共卫生 公共卫生
背景情况:
- 患有1型糖尿病 (T1D) 的儿童在学校需要专门的支持.
- 约旦教师往往缺乏足够的培训,以有效地管理T1D学生.
- 这种差距影响学生的福祉和教育包容性.
研究的目的:
- 评估结构化教育干预对小学教师T1D管理的影响.
- 提高教师对T1D的知识,态度和自我效能.
- 为T1D学生提供支持性学校环境的发展提供信息.
主要方法:
- 一个准实验性的,测试前/测试后设计与约旦安曼的139名教师合作.
- 参与者接受了基于社会认知理论的3小时教育课程.
- 经过验证的阿拉伯语问卷测量了干预前后的知识,态度和自我效能.
主要成果:
- 干预组在T1D知识,态度和自我效能方面显著改善 (p < .001).
- 教师的知识分数从56.11增加到77.15.
- 态度从94.23提高到102.87,自我效能从25.54提高到33.78.
结论:
- 一个简短的,基于理论的教育干预有效地准备了教师在课堂上管理T1D.
- 标准化糖尿病教育计划可以促进更安全,更包容的学校环境.
- 这些发现支持需要加强儿童糖尿病护理的教师培训.
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