Khalifa, M., Okby, O. (2003). Developing a Self Care Training Program for Visually Impaired School in Shebin El Kom. Journal of High Institute of Public Health, 33(3), 479-490. doi: 10.21608/jhiph.2003.194769
Maha I. Khalifa; Omayma M. Okby. "Developing a Self Care Training Program for Visually Impaired School in Shebin El Kom". Journal of High Institute of Public Health, 33, 3, 2003, 479-490. doi: 10.21608/jhiph.2003.194769
Khalifa, M., Okby, O. (2003). 'Developing a Self Care Training Program for Visually Impaired School in Shebin El Kom', Journal of High Institute of Public Health, 33(3), pp. 479-490. doi: 10.21608/jhiph.2003.194769
Khalifa, M., Okby, O. Developing a Self Care Training Program for Visually Impaired School in Shebin El Kom. Journal of High Institute of Public Health, 2003; 33(3): 479-490. doi: 10.21608/jhiph.2003.194769
Developing a Self Care Training Program for Visually Impaired School in Shebin El Kom
1Assistant Professor, Padiatric Nursing, Faculty of Nursing, Menofya University, Egypt
2Lecturer, Pad iatric Nursing, Faculty of Nursing, Menofya University, Egypt
Abstract
The aim of this study was to develop a self-care training program to teach visually impaired children skills that are necessary for their own adaptation. These skills included general body hygiene, teeth care, hair hygiene and wearing clothes. The study was conducted in El Noor School in Shebin El Kom. The sample included 24 visually impaired children in primary stage. For teaching the previously mentioned skills: [1] The task analysis technique was applied; [2] It was important to use methods that will help in developing the senses [listening, smelling and touching] of children.[3] It was also important to utilize their remaining sight as effectively as possible through assistive technology such as magnifying lenses. [4] Individualized educational programs were developed according to the special needs of each student. [5] Physical guidance using hand over hand guidance was done before the visually impaired child was required to perform the skill independently. [6] Auditory guidance was provided to children at the same time. [7] Self-care training cycles had to continue until children were able to perform the required skills. [8] Positive feedback was provided through clapping hands, acknowledging words, providing simple presents and sweets. [9] Researchers had to be patient, and allow each child to practice each skill at their own pace. The results of the study showed the effectiveness of utilized techniques on improving their level of self-care performance. Therefore, it was concluded that properly designed self-care teaching programs and positive reinforcement could help nurses in teaching them self-care.
View on SCiNiTO
Top