PDF(Pubmed)
Abstract：
UNASSIGNED: Hearing-impaired learners with refractive problems require correction because poor vision hinders their development and educational pursuits.
UNASSIGNED: To determine the level of compliance with spectacle wear in learners with hearing impairment in Ghana.
UNASSIGNED: A descriptive cross-sectional study design was used to investigate the level of compliance with spectacle wear in hearing-impaired learners with uncorrected refractive errors (URE). The participants were from six schools for the hearing impaired, comprising three schools from each sector (Northern and Southern) of Ghana.
UNASSIGNED: Of the 1914 learners screened, 69 (3.61% CI: 2.82-4.54%) had URE. Sixty-two (89.9%) learners with URE had myopia (-0.50 Dioptre Sphere (DS) to -2.00DS), and 7 (10.1%) had hyperopia (+2.00DS to +10.00DS). There were more females (53.6%) with URE than males, and their ages ranged from 8 to 35 years, with a mean of 17.35 ± 5.19 years. Many (56.5%) learners complied with spectacle wear after 3 months of reassessment, with females being more compliant than males, but the difference was not significant (p = 0.544). Learners who complied well with the spectacle wear were those with moderate visual impairment (VI), followed by mild VI, while those with no VI were the least compliant. A significant difference was observed between spectacle compliance and presenting VI (p = 0.023).
UNASSIGNED: The spectacle wear compliance level was high compared to a previous study (33.7%) in Ghana.
UNASSIGNED: This study highlights the importance of addressing URE among learners with hearing impairment in Ghana and Africa.
UNASSIGNED: To determine the level of compliance with spectacle wear in learners with hearing impairment in Ghana.
UNASSIGNED: A descriptive cross-sectional study design was used to investigate the level of compliance with spectacle wear in hearing-impaired learners with uncorrected refractive errors (URE). The participants were from six schools for the hearing impaired, comprising three schools from each sector (Northern and Southern) of Ghana.
UNASSIGNED: Of the 1914 learners screened, 69 (3.61% CI: 2.82-4.54%) had URE. Sixty-two (89.9%) learners with URE had myopia (-0.50 Dioptre Sphere (DS) to -2.00DS), and 7 (10.1%) had hyperopia (+2.00DS to +10.00DS). There were more females (53.6%) with URE than males, and their ages ranged from 8 to 35 years, with a mean of 17.35 ± 5.19 years. Many (56.5%) learners complied with spectacle wear after 3 months of reassessment, with females being more compliant than males, but the difference was not significant (p = 0.544). Learners who complied well with the spectacle wear were those with moderate visual impairment (VI), followed by mild VI, while those with no VI were the least compliant. A significant difference was observed between spectacle compliance and presenting VI (p = 0.023).
UNASSIGNED: The spectacle wear compliance level was high compared to a previous study (33.7%) in Ghana.
UNASSIGNED: This study highlights the importance of addressing URE among learners with hearing impairment in Ghana and Africa.
摘要：
■患有屈光问题的听力受损学习者需要矫正，因为视力不佳阻碍了他们的发展和教育追求。
■确定加纳听力障碍学习者对眼镜佩戴的遵守程度。
■使用描述性横断面研究设计来调查患有未矫正屈光不正（URE）的听力受损学习者对眼镜佩戴的依从性水平。参与者来自六所听力受损学校，由加纳每个部门（北部和南部）的三所学校组成。
■在经过筛选的1914名学习者中，69（3.61%CI：2.82-4.54%）患有URE。62名（89.9％）患有URE的学习者患有近视（-0.50屈光度球（DS）至-2.00DS），和7（10.1％）患有远视（2.00DS至10.00DS）。URE的女性（53.6％）多于男性，他们的年龄从8岁到35岁，平均17.35±5.19年。许多（56.5％）的学习者在重新评估3个月后遵守眼镜佩戴，女性比男性更顺从，但差异不显著(p=0.544)。符合眼镜佩戴的学习者是中度视力障碍的学习者（VI），其次是轻度VI，而那些没有VI的人最不合规。在眼镜顺应性和呈现VI之间观察到显着差异（p=0.023）。
■与加纳的先前研究相比，眼镜佩戴依从性水平较高（33.7％）。
■这项研究强调了在加纳和非洲听力障碍学习者中解决URE的重要性。
■确定加纳听力障碍学习者对眼镜佩戴的遵守程度。
■使用描述性横断面研究设计来调查患有未矫正屈光不正（URE）的听力受损学习者对眼镜佩戴的依从性水平。参与者来自六所听力受损学校，由加纳每个部门（北部和南部）的三所学校组成。
■在经过筛选的1914名学习者中，69（3.61%CI：2.82-4.54%）患有URE。62名（89.9％）患有URE的学习者患有近视（-0.50屈光度球（DS）至-2.00DS），和7（10.1％）患有远视（2.00DS至10.00DS）。URE的女性（53.6％）多于男性，他们的年龄从8岁到35岁，平均17.35±5.19年。许多（56.5％）的学习者在重新评估3个月后遵守眼镜佩戴，女性比男性更顺从，但差异不显著(p=0.544)。符合眼镜佩戴的学习者是中度视力障碍的学习者（VI），其次是轻度VI，而那些没有VI的人最不合规。在眼镜顺应性和呈现VI之间观察到显着差异（p=0.023）。
■与加纳的先前研究相比，眼镜佩戴依从性水平较高（33.7％）。
■这项研究强调了在加纳和非洲听力障碍学习者中解决URE的重要性。
