Effect of Nephrotic Syndrome on the Psychosocial Aspects Among School Age Children in Assiut City | ||
| Assiut Scientific Nursing Journal | ||
| Article 6, Volume 9, Issue 27 - Serial Number 1, December 2021, Pages 52-59 PDF (1.13 M) | ||
| Document Type: Original Research | ||
| DOI: 10.21608/asnj.2022.104758.1257 | ||
| Authors | ||
| Amira Hassan Abdalfatah1; Mona Fawzy Husien2; Shimaa Abdelrahim Khalaf3; Manal Aboelial Hamad2 | ||
| 1Lecturer of Pediatric Nursing, Faculty of Nursing, Assiut University, Egypt. | ||
| 2Lecturer of Psychiatric Mental Health Nursing, Faculty of Nursing, Assuit University, Egypt | ||
| 3Assistant Professor of Community Health Nursing, Faculty of Nursing, Assiut University, Egypt | ||
| Abstract | ||
| Background: Nephrotic Syndrome is one of the prolonged illnesses of childhood that has a major link with behavioral problems. Aim: To assess effect of nephrotic syndrome on the psychosocial aspects of school age children in Assiut City. Research design: Descriptive research design. Sample: 200 children. Tools: Two tools; Tool (1): Children personal and clinical data. Tool (2): Included child behavior checklist; parent form. Results: The study revealed that 52%, 39% and 9% of the studied children had abnormal, normal and borderline problem score respectively. There were statistically significant differences between the total competence score with children age, educational level and duration of illness p-values=0.001,0.038and 0.038 respectively. Also, there were positive correlations between total score of problem and total score of competence scales among the studied children. Conclusion: This study pointed out that children who were suffering from nephrotic syndrome are at increased risk of developing psychological difficulties. Recommendations: Community, psychiatric and pediatric health nurses should be trained on how to deal with children suffering from nephrotic syndrome and to detect cases that needs preventive interventions. | ||
| Keywords | ||
| Nephrotic syndrome; Psychosocial aspects; School age children; Competence; Behaviour & Problem | ||
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