EFFECTS OF NURSING INTERVENTION ON TEACHER INCLUSION ANXIETY.
Contributors: University of Alabama at Birmingham.
Published: 1996
Number of pages: 172
Subjects: Health Sciences, Nursing.; Education, Special.; Education, Teacher Training.
Description: The move toward inclusion began with Pub. L. No. 94-142 (Education for all Handicapped Children Act, 1975). Many children with disabilities and chronic health needs have ongoing health difficulties, some require emergency interventions. Teachers must be knowledgeable in health interventions and be able to recognize and deal with health emergencies.

This research sought to determine if there was a difference in the level of teacher inclusion anxiety and knowledge of health management before and after teachers were exposed to nursing interventions that address inclusion health management. Elementary school teachers from 1 county (n = 214) were the intervention subjects and 110 elementary school teachers from an adjoining county were the control subjects.

Three assessment instruments were used in this study. The first and second instruments were the Spielberger State-Trait Anxiety Inventories (SSTAI). The SSTAI scales are sensitive indicators of level of anxiety. A Knowledge Inventory (KI), the third instrument, indicates knowledge of health interventions. Demographic and qualitative data and information about teacher perceptions of the school health nurse were gathered as well.

Teachers were addressed at school inservices and completed the instruments. The intervention teachers discussed their perceived needs in the area of learning health management and were given the Teacher Inclusion Education Manual (TIE). TIE information focused on seizure, asthma, and obstructed airway management. The sessions included videos and overheads concerning seizures, obstructed airways, and asthma.

At the end of the TIE program, intervention and control teachers were asked to complete the Spielberger State Anxiety Inventory (SSAI) and KI. Results indicated that the intervention group had decreased anxiety and increased knowledge about health management for children with chronic health problems. The control group showed no change. A 4-month follow-up with the intervention group revealed retained knowledge and decreased anxiety.

The demands imposed upon teachers as a result of inclusion have resulted in increased teacher anxiety. Health professionals can ease inclusion for both the teacher and the child.
Notes: Source: Dissertation Abstracts International, Volume: 57-09, Section: B, page: 5572.

Thesis (D.S.N.)--UNIVERSITY OF ALABAMA AT BIRMINGHAM, 1996.

School code: 0005.