The long-term consequences of preterm birth: What do teachers know?
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Standard
The long-term consequences of preterm birth : What do teachers know? / Johnson, Samantha; Gilmore, Camilla; Gallimore, Ian; Jaekel, Julia; Wolke, Dieter.
I: Developmental Medicine and Child Neurology, Bind 57, Nr. 6, 01.06.2015, s. 571-577.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - The long-term consequences of preterm birth
T2 - What do teachers know?
AU - Johnson, Samantha
AU - Gilmore, Camilla
AU - Gallimore, Ian
AU - Jaekel, Julia
AU - Wolke, Dieter
N1 - Publisher Copyright: © 2015 Mac Keith Press.
PY - 2015/6/1
Y1 - 2015/6/1
N2 - Aim: The knowledge and information needs of education professionals were assessed to determine how prepared they feel to support the growing number of preterm children entering schools today. Method: In a national survey, 585 teachers and 212 educational psychologists completed the Preterm Birth-Knowledge Scale (PB-KS) to assess knowledge of outcomes following preterm birth. Total scores (range 0-33) were compared between groups and the impact of demographic characteristics on knowledge was analysed. Training and information needs were also assessed. Results: Teaching staff (mean 14.7, SD 5.5) had significantly lower knowledge scores than educational psychologists (mean 17.1, SD 5.0; p<0.001); both had significantly lower scores than neonatal clinicians surveyed previously (mean 26.0, SD 3.6; p<0.001). Education professionals' poorest areas of knowledge related to the most frequent adverse outcomes following preterm birth. Only 16% of teaching staff had received training about preterm birth and more than 90% requested more information. Having a special educational needs role and being employed at least 16 years were associated with higher knowledge scores. Interpretation: Education professionals have poor knowledge of the needs of children born preterm and most feel ill-equipped to support them in school. As teachers have primary responsibility for providing long-term support for children born preterm, this is of significant public health and educational concern.
AB - Aim: The knowledge and information needs of education professionals were assessed to determine how prepared they feel to support the growing number of preterm children entering schools today. Method: In a national survey, 585 teachers and 212 educational psychologists completed the Preterm Birth-Knowledge Scale (PB-KS) to assess knowledge of outcomes following preterm birth. Total scores (range 0-33) were compared between groups and the impact of demographic characteristics on knowledge was analysed. Training and information needs were also assessed. Results: Teaching staff (mean 14.7, SD 5.5) had significantly lower knowledge scores than educational psychologists (mean 17.1, SD 5.0; p<0.001); both had significantly lower scores than neonatal clinicians surveyed previously (mean 26.0, SD 3.6; p<0.001). Education professionals' poorest areas of knowledge related to the most frequent adverse outcomes following preterm birth. Only 16% of teaching staff had received training about preterm birth and more than 90% requested more information. Having a special educational needs role and being employed at least 16 years were associated with higher knowledge scores. Interpretation: Education professionals have poor knowledge of the needs of children born preterm and most feel ill-equipped to support them in school. As teachers have primary responsibility for providing long-term support for children born preterm, this is of significant public health and educational concern.
UR - http://www.scopus.com/inward/record.url?scp=84928928579&partnerID=8YFLogxK
U2 - 10.1111/dmcn.12683
DO - 10.1111/dmcn.12683
M3 - Journal article
C2 - 25586544
AN - SCOPUS:84928928579
VL - 57
SP - 571
EP - 577
JO - Developmental medicine and child neurology. Supplement
JF - Developmental medicine and child neurology. Supplement
SN - 0419-0238
IS - 6
ER -
ID: 393165591