Empowerment Program Regarding Attention Deficit Hyperactivity Disorder for Preschool Teachers | ||||
| Tanta Scientific Nursing Journal | ||||
| Volume 36, Issue 1, February 2025 PDF (929.83 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/tsnj.2025.418148 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Eman Mahmoud Seif El –Nasr1; Reda El Sayed El Badawy Ezzat2 | ||||
| 1Assistant Professor of Community Health Nursing Department, Faculty of Nursing, Cairo University | ||||
| 2Assistant professor of community health nursing, Faculty of Nursing, Zagazig University. | ||||
| Abstract | ||||
| Background: Preschool teachers are the first environment to notice children with attention deficit hyperactivity disorder; so, they should have a good understanding of how to deal, and control of those children, also with the disorders’ symptoms, risk factors, and problems. Aim: evaluate the effect of empowerment program regarding attention deficit hyperactivity disorder for preschool teachers. Design: A quasi-experimental research design used. Setting: at six nurseries named El Malek Nasef nursery school, Al Saady Besharah nursery school, Abdellatif Hassanein nursery school, Kafer Al Ashraf nursery school, Al Naseriah nursery school, and Om Elmoamenien nursery school at Zagazig city. Sample: convenience sample consisted of 80 preschool teachers. Tools: four tools used; structure questionnaire sheet, preschool teachers’ knowledge about ADHD, preschool teachers’ positive and negative attitudes toward ADHD children, preschool teachers’ practices toward students with ADHD. Results: 55% of the sample was aged between 30-45 years old, and 70% of the had higher levels of education, in addition to 57.5% of the preschool teachers were with less 5 years of experiences, Also 89.10% of the preschool teachers gained their knowledge via searching the internet about ADHD, Also 18.90% had good knowledge before the empowerment program and this increased to 77.30% after the implementation of the empowerment program, The total scores regarding ADHD satisfactory practices increased from 17.40% at the pre phase to 64.20% after the empowerment program, the total positive attitudes toward ADHD scores increased from 14.80% at the pre phase to 61.30% after the empowerment program. Conclusion: the applying of empowerment program for the preschool teachers was effective in enhancing their knowledge, practices and positive attitudes regarding ADHD, and there was positive correlation among the knowledge, practices and attitudes all at level (P ≤ 0.05). Recommendation: Establishing empowerment programs at nursery schools could be helpful to the preschool teachers regarding their knowledge, attitudes, and practices about ADHD. | ||||
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