The Effect of Self Learning regarding Food –Borne Diseases on Knowledge and Practices of Primary School Teachers | ||||
| Tanta Scientific Nursing Journal | ||||
| Volume 32, Issue 1, February 2024, Page 12-29 PDF (671.86 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/tsnj.2024.340820 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Islam Elsayed Moragaa1; Fatma El-Sayed Soliman2; Rabeaa Abd Rabo Mohamed Abd Rabo3; Nagwa Ibrahim Abou Asha4 | ||||
| 1Demonstrator, Community Health Nursing, Faculty of Nursing, Tanta University, Egypt. | ||||
| 2Professor, Community Health Nursing, Faculty of Nursing, Tanta University, Egypt. | ||||
| 3Assistant Professor, Community Health Nursing, Faculty of Nursing, Tanta University, Egypt. | ||||
| 4Lecturer, Community Health Nursing, Faculty of Nursing, Tanta University, Egypt. | ||||
| Abstract | ||||
| Background: Foodborne diseases are challenge to global health. These diseases are caused by consuming contaminated food and can range in severity from mild discomfort to life-threatening illness. Therefore, food safety healthy instructions can help in preventing the spread of food borne diseases especially in primary school stage. Aim: Evaluate the effect of self-learning regarding food borne diseases on knowledge and practices of primary school teachers. Subjects and Method: Study design: a quasi-experimental research design. Setting: This study was carried out in ten primary schools which were selected randomly from (forty - seven) schools which are the total number of primary schools at Tanta city. Subjects: The total sample was 150 primary school teachers were chosen by systematic random sample technique. Tools of the study: Two tools were used to collect the needed data, Tool I: A structured questionnaire sheet to assess socio demographic characteristics of the teachers and teachers' knowledge regarding food borne diseases. Tool ІІ: Teachers' reported practices regarding prevention of food borne diseases. Results: The majority (89.3%) of the studied school teachers had poor knowledge score before self-learning intervention while after self-learning intervention there was an amazing improvement in their knowledge as 99.3% of them had good knowledge score. In addition, the majority (93.3%) of the studied school teachers reported unsatisfactory practices before self-learning, while 88% of them reported satisfactory practices after self-learning intervention. Conclusion: Self-learning intervention was effective in improving in teacher's knowledge and practices regarding food borne diseases. Recommendations: Encouraging continuous training and self-learning of primary school teachers to enhance their knowledge and practices related to food safety and prevention of food borne diseases. | ||||
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