Effects of Supporting System and Formal Education on Knowledge and Self-care Behavior of School-aged Children with Thalassemia
Keywords:
School Age Children, Thalassemia, Formal EducationAbstract
This quasi-experimental research was a one-group pretest-posttest design. The samples were school-aged children who had been diagnosed with thalassemia. They were admitted to the pediatric ward at a tertiary hospital in the northeast of Thailand. The sample consisting of 30 individuals were obtained using a purposive sampling. The tools used were a supporting system and formal education. The tools used in the study was a questionnaire on interview forms about knowledge and self-care behavior of school-age children with Thalassemia. The quality of instruments for content validity was examined by 5 experts. While the reliabilities of the interview form about Knowledge of self-care of school-aged with Thalassemia were determined by Kuder Richardson KR-20 formula obtained the reliability of 0.84. The interview form about the self-care behavior of school-age children with Thalassemia was determined for the reliability coefficient, using Cronbach’s Alpha Coefficient at 0.93. The data were analyzed by descriptive statistics. The mean difference score of knowledge and self-care behavior of school-age children with Thalassemia was compared using paired t-test.
The result of the study after experimentation were as followed: The post-experimental average score of knowledge of self-care school-age children with Thalassemia was at a higher level than before the experiment at 0.01 significance level. The post-experimental average score of self-care behavior of school-age children with Thalassemia was at a higher level than before the experiment at 0.01 significance level. This research is a guideline for creating a program to develop a self-care ability of school-aged children and other children who are ill with thalassemia. To take care of oneself when in the future illness
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