PDF(Pubmed)
Abstract：
BACKGROUND: Epilepsy is the most common neurological disorder among humans after headaches. According to the World Health Organization, approximately 50-65 million individuals were diagnosed with epilepsy throughout the world, and around two million new cases of epilepsy are added to this figure every year.
METHODS: Designed as descriptive and cross-sectional research, this study was performed on 132 elementary school teachers. Training on epilepsy and epileptic seizure was given to teachers. The pretest and posttest research data were collected with the face-to-face interview method. In this process, the epilepsy knowledge scale was used as well as a survey form that had questions designed to find out about teachers\' personal characteristics. The Statistical Package for Social Science 25.0 was utilized in the statistical analysis of research data. In the research, the statistical significance was identified if the p-value was below.05 (p < .05).
RESULTS: Of all teachers participating in the study, 59.1% were female, 90.2% were married, and 47.7% witnessed an epilepsy seizure before. The mean of teachers\' pretest epilepsy knowledge scores was 8.43 ± 4.31 points before the training while the mean of their posttest epilepsy knowledge scores was 12.65 ± 2.48 points after the training. The difference between the means of pretest and posttest scores was statistically significant (p = .000). After the training, there was a statistically significant increase in means of scores obtained by teachers from each item of the epilepsy knowledge scale (p < .05).
CONCLUSIONS: As there was a statistically significant improvement in levels of teachers\' knowledge about both epilepsy and epileptic seizure after the training, it is recommended that the training about the approach to epilepsy and epileptic seizure be given to all teachers, and additionally, including these topics in the course curricula of universities is recommended.
METHODS: Designed as descriptive and cross-sectional research, this study was performed on 132 elementary school teachers. Training on epilepsy and epileptic seizure was given to teachers. The pretest and posttest research data were collected with the face-to-face interview method. In this process, the epilepsy knowledge scale was used as well as a survey form that had questions designed to find out about teachers\' personal characteristics. The Statistical Package for Social Science 25.0 was utilized in the statistical analysis of research data. In the research, the statistical significance was identified if the p-value was below.05 (p < .05).
RESULTS: Of all teachers participating in the study, 59.1% were female, 90.2% were married, and 47.7% witnessed an epilepsy seizure before. The mean of teachers\' pretest epilepsy knowledge scores was 8.43 ± 4.31 points before the training while the mean of their posttest epilepsy knowledge scores was 12.65 ± 2.48 points after the training. The difference between the means of pretest and posttest scores was statistically significant (p = .000). After the training, there was a statistically significant increase in means of scores obtained by teachers from each item of the epilepsy knowledge scale (p < .05).
CONCLUSIONS: As there was a statistically significant improvement in levels of teachers\' knowledge about both epilepsy and epileptic seizure after the training, it is recommended that the training about the approach to epilepsy and epileptic seizure be given to all teachers, and additionally, including these topics in the course curricula of universities is recommended.
摘要：
背景：癫痫是人类头痛后最常见的神经系统疾病。根据世界卫生组织，全世界大约有50-6500万人被诊断患有癫痫，每年约有200万例新的癫痫病例被添加到这个数字中。
方法：设计为描述性和横断面研究，这项研究是对132名小学教师进行的。对教师进行了癫痫和癫痫发作的培训。采用面对面访谈的方法收集前测和后测研究数据。在这个过程中,使用癫痫知识量表以及设计问题以了解教师的个人特征的调查表格。社会科学统计软件包25.0用于研究数据的统计分析。在研究中,如果p值低于0.05（p<0.05），则具有统计学意义。
结果：在参与研究的所有教师中，59.1%为女性，90.2%已婚，47.7%的人以前曾目睹过癫痫发作。培训前教师测试前癫痫知识得分平均值为8.43±4.31分，培训后教师测试后癫痫知识得分平均值为12.65±2.48分。前测和后测得分的平均值之间的差异具有统计学意义（p=.000）。培训结束后,教师从癫痫知识量表的每个项目中获得的得分均值均有统计学上的显着增加（p<0.05）。
结论：由于培训后教师对癫痫和癫痫发作的知识水平有统计学上的显著提高，建议对所有老师进行有关癫痫和癫痫发作方法的培训，此外，建议在大学的课程中包括这些主题。
方法：设计为描述性和横断面研究，这项研究是对132名小学教师进行的。对教师进行了癫痫和癫痫发作的培训。采用面对面访谈的方法收集前测和后测研究数据。在这个过程中,使用癫痫知识量表以及设计问题以了解教师的个人特征的调查表格。社会科学统计软件包25.0用于研究数据的统计分析。在研究中,如果p值低于0.05（p<0.05），则具有统计学意义。
结果：在参与研究的所有教师中，59.1%为女性，90.2%已婚，47.7%的人以前曾目睹过癫痫发作。培训前教师测试前癫痫知识得分平均值为8.43±4.31分，培训后教师测试后癫痫知识得分平均值为12.65±2.48分。前测和后测得分的平均值之间的差异具有统计学意义（p=.000）。培训结束后,教师从癫痫知识量表的每个项目中获得的得分均值均有统计学上的显着增加（p<0.05）。
结论：由于培训后教师对癫痫和癫痫发作的知识水平有统计学上的显著提高，建议对所有老师进行有关癫痫和癫痫发作方法的培训，此外，建议在大学的课程中包括这些主题。
