Effect of Instructional Guidelines on Mothers’ Emotional Status Regarding Children Returning to School during Corona Virus Disease | ||||
| Egyptian Journal of Health Care | ||||
| Article 9, Volume 11, Issue 4, December 2020, Page 138-154 PDF (592 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2020.125751 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Manal Mohamed Ahmed Ayed1; Sahar Farouk Mahmoud Hashem2 | ||||
| 1Pediatric Nursing, Faculty of Nursing, Sohag University, Egypt | ||||
| 2Pediatric Nursing, Faculty of Nursing, Mansoura University, Egypt | ||||
| Abstract | ||||
| Corona virus Disease 2019 (COVID-19) outbreaks and lockdown measures have a negative psychological impact on Egyptian mothers. Back to school planning will look different for mothers this year than it has in previous years that cause an increase of mothers' stress and anxiety about their children. Aim: This study aimed to evaluate the effect of instructional guideline on mothers' emotional status regarding children returning to school during the COVID -19. Subjects and method: A quasi-experimental research design was used on a convenience sample of 330 mothers residing at Sohag Governorate, Egypt, having children at the primary education level. Two tools were utilized to collect the data in this study: A self-administered questionnaire (pre and posttest format) to assess mothers' knowledge about COVID - 19, and Depression, Anxiety, and Stress Scale (DASS) to measure the mothers’ emotional status symptoms. The link of the survey using the questionnaire, the scale and the instructional guideline were sent to the respondents' mothers via Face book and Whats App groups. Results: The present study revealed that, there were highly statistical significant differences between mothers’ knowledge about COVID-19 and their depression, anxiety and stress levels regarding children returning to school at the COVID- 19pandemic outbreaks before and after implementation of the instructional guideline. Also, Mothers' emotional status (stress, depression and anxiety levels) were severe before implementation of the guideline while, these levels were low after guideline implementation. Conclusion: The instructional guidelines were effective in decreasing mothers’ emotional disturbance as depression, anxiety and stress regarding children returning to school during COVID-19 pandemic outbreaks and improving their knowledge about COVID-19 before and after implementation of the instructional guideline. Recommendations: Educational programs about COVID -19 and its preventive measures should be taught to all mothers and psychological support and intervention activities should be carried out to help them to cope and become more resilient during the COVID- 19 epidemic. | ||||
| Keywords | ||||
| Corona virus; Emotional status; Instructional guidelines; Mothers; Returning to school | ||||
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