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Copyright of Balikesir Health Sciences Journal / Balıkesir Sağlık Bilimleri Dergisi is the property of Balikesir Health Sciences Journal (BAUN Health Sci J) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Preschool education institutions, where children have close contact and social interactions, can serve as potential environments for the transmission of infectious diseases. This issue poses a significant health concern, impacting both individual and public well-being. Thus, the present research set out to determine the prevalence of infectious diseases in preschool children and the views of parents and teachers on the prevention of infectious diseases. The study employed a mixed-method approach and involved 397 parents and 46 preschool teachers. The study was survey-based via in-person interviews. The results revealed that after they started school (almost in 5 months), children with a mean age of 4.7 ± 0.5 years experienced illness approximately 3.5 ± 2.0 times, of whom 91.5% used antibiotics. The prevalence of infectious diseases was found to be associated with the child's being born at term, maternal education level, and the public/private status of preschool institutions. The presence of a sick child in the classroom elicits negative emotions from both teachers and parents. They recommend that studies on education, safety, hygiene, school health, health screenings, regulation of the learning environment, legal regulations, and school exclusion policies be carried out to prevent infectious diseases. When children with infectious diseases come to school, nearly half of the teachers admit them to the classroom due to various reasons and pressures. Parents request teachers to monitor medication, control sweating, and use a nebulizer for their sick children. Some of the teachers meet these requests, but they claim that the educational process is negatively affected. At preschool education institutions, the risk factors of infectious diseases have a complex structure and can be influenced by variables related to teachers, children, parents and the institution itself. Infectious diseases not only pose a threat to health but also impact teachers' and parents' emotions, teacher–child relationships, and the overall atmosphere within schools and classrooms. [ABSTRACT FROM AUTHOR]

BACKGROUND: Reliable and culturally informed health communication is vital in developing positive health behaviors. OBJECTIVE: The aim of this study was to investigate the change in knowledge and attitudes about COVID-19 vaccines by providing training to educators in a province in the east of Turkey. METHODS: A questionnaire developed by the researchers on the basis of the literature was used in this intervention study. It consisted of three parts: socio-demographic information, before education knowledge (BEK) and Attitudes Towards the COVID-19 Vaccine (BEATV), and after education knowledge (AEK) and Attitudes Towards the COVID-19 Vaccine (AEATV). There were 99 teachers, 32 public education teachers, and 144 religious officials who participated in the study. The data were analyzed using SPSS Statistics Pack version 22.0 (IBM, Armonk, NY, USA). Statistical significance value was accepted as p < 0.05. RESULTS: Among the participants, the number of correct answers to all questions increased as a result of the study. There was a positive increase in most of the ATV items after the training. CONCLUSION: Education on COVID-19 vaccines increased awareness as shown by the total number of correct answers and the improved attitude of educators. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the effectiveness of the "Don't Touch My Body" Training Program (DTMB-TP) and raise awareness of child sexual abuse (CSA) among future pre-school teachers enrolled in a Turkish university. The study design was quasi-experimental and employed two groups (intervention and control) with pre-test/post-test. Convenience sampling method was used. The study sample included participants (n = 218) enrolled in an academic degree program to become pre-school teachers. Data were collected using a descriptive information form and the "DTMB" awareness form. The data collection forms were administered to the study and control groups at baseline (pre-test) and 4 weeks after the intervention. The intervention applied to the experimental group was conducted face-to-face in one class hour (40 minutes) under the leadership of a nurse. There was a statistically significant increase in the knowledge of the children's private body parts, good/bad touch, reactions to strangers, and the family security password in the intervention group in the post-test (p <.05). In the post-test, no increase was observed in the control group's CSA knowledge level score (p >.05). The DTMB-TP effectively increased the awareness of preventing sexual abuse in participants. This study concluded that education effectively raised awareness to prevent CSA and provided basic data for larger-scale studies. [ABSTRACT FROM AUTHOR]

Copyright of ESTUDAM Public Health Journal is the property of ESTUDAM Public Health Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The aim of this study was to determine faculty members' views of lesbian, gay, bisexual, transsexual, and intersex individuals. Design and Methods: The study sample consists of 180 faculty members who agreed to participate in the study. Findings: The faculty members had positive attitudes towards homosexuals but were highly homophobic; furthermore, their responses to questions about their close social circle were severely homophobic. Practice Implications: It is recommended that psychiatric nurses play an active role in eliminating faculty members' lesbian, gay, bisexual, transsexual, and intersex‐related knowledge deficiency. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to develop and validate a scale that assesses adults' mental health promotion abilities. Design and Methods: This study was conducted in Istanbul from October 2016 to May 2018. Three rounds of the Delphi method were conducted to develop the scale. Findings: After the third Delphi round, the experts reached a consensus on 93 scale items. Forty‐six items were excluded from the scale based on exploratory factor analysis (EFA) results. In the last EFA of the 47‐item scale, a 12‐factor construct was found with an eigenvalue >1 that explained 64.3% of total variance. The overall Cronbach's alpha of the scale was.93. Practice Implications: This scale can be used to assess adults' mental health promotion abilities. [ABSTRACT FROM AUTHOR]

Teacher feedback has been often appreciated over the years; however, the current paradigms in teacher education have introduced further reflective practices such as peer feedback and self-reflection. For this purpose, this study aims to explore what reflective practices among teacher feedback, peer feedback and self-reflection could help preservice teachers (PSTs) improve their practice skills in classroom. The study lasted 13 weeks and was conducted with 48 PSTs. Comparison of the usefulness of these reflective practices revealed that teacher feedback and self-reflection were considered useful, respectively. On the other hand, peer feedback was criticized for its undetailed, inefficient and subjective nature. Despite the criticism for peer feedback, PSTs highlighted the importance of using three reflective practices. In consideration of PSTs' negative comments on peer feedback, this study, therefore, suggests that the classroom context should be improved by allocating increased time on peer feedback instruction alleviating anxiety and social barriers among PSTs, and raising peer awareness about the value of their reflective returns. To conclude, the study is expected to provide insights to teacher trainers how to model reflective practices in micro teaching in accordance with sociocultural approach to teacher education. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop a scale for measuring teachers' perceptions towards ICTs in teaching-learning process in the classroom. The sample of the study consisted of volunteering Turkish teachers (n = 200). This study developed a new scale for measuring teachers' perceptions towards ICTs in teaching-learning process. In order to test the validity of the scale, the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out in the research. A result of the EFA, the scale consisted of three factors: attitude, usage, and belief with 25 items. It was also seen that there were positive correlations amongst the three factors of the scale. Cronbach's Alpha reliability coefficient value was found as 0.92 and Spearman-Brown split-half correlation value was found as 0.85 in the study. It was seen that reliability coefficient values of the factors of in the scale ranged between 0.88 and 0.72 in the research. Lastly, as a result of the CFA, it was understood that the obtained values (Δχ 2 (n = 200)/df = 4.85/3; GFI = 0.96; AGFI = 0.94; RMSEA = 0.026; CFI = 0.97; TLI = 0.98) confirmed the three-factor structure of the scale. [ABSTRACT FROM AUTHOR]

Background This study investigated attitudes towards teaching students with intellectual disability (ID) within a representative sample of secondary school physical education (PE) teachers, and to determine the effects of age, gender, teaching experience, and having acquaintance with ID and students with ID on their attitudes. Methods Participants were 729 secondary school PE teachers who worked in 81 major cities of Turkey. The Teachers Attitudes towards Children with Intellectual Disability Scale was administered. Results The statistical analysis revealed that there was no significant effect on factors and total attitudes scores of gender and having students with ID. Significant effects on factors and total attitudes score were found in teaching experiences and having acquaintance with ID. Conclusions It is encouraged to maintain and further develop in-service education programmes of adapted physical activity for PE teachers. [ABSTRACT FROM AUTHOR]

Copyright of Turkiye Klinikleri Journal of Sports Sciences is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)