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      Foundation Phase teachers' knowledge on common visual problems affecting children


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          BACKGROUND: Vision disorders are a public health problem as they cause a delay in academic progress and affect learners' future career. Teachers spend most of the time with children at school and can help in the early identification and referral of children with visual problems AIM: To evaluate the knowledge of Grade R to Grade 3 teachers on children's visual problems before and after educating them on the different visual disorders that affect learners in the classroom. SETTING: Low socio-economic status (Quintile 1) schools in Bloemfontein, South Africa. METHODS: Convenience sampling was carried out to include Grade R to Grade 3 teachers from 11 Quintile 1 schools. In this quantitative study, two questionnaires with nine items each were administered to determine the teachers' knowledge. A 45-min educational session on common vision disorders was presented by the researcher. The teachers were classified as having good knowledge if they obtained seven or more correct answers in each questionnaire. RESULTS: Thirty-six female teachers participated in the study. Most of the participants (72.22%) were in the age group of 36 years and older, and 44.44% had been teaching for more than 10 years. Thirty-four participants (94.44%) obtained an overall score of seven and higher before the educational session, and all participants obtained a score of seven and higher after the educational session. There was a statistically significant difference (p < 0.0001) between the scores of participants before and after the educational session CONCLUSION: The Foundation Phase teachers had adequate knowledge about common visual problems. The educational session was beneficial as it enhanced the teachers' knowledge.

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            Experiences of school health nurses regarding the provision of the school health service delivery in the Tshwane district

            Background Irrespective of the provision of an integrated school health policy, the school health nurses continue to experience multiple challenges regarding the provisioning of school health service delivery. Aim The aim of this paper was to explore and describe the experiences of school health nurses regarding school health service delivery in the Tshwane district. Setting Schools in the Tshwane district in Pretoria were used in the study. Methods A qualitative and descriptive phenomenological design was used to conduct the study. Purposive sampling techniques were used to select a sample from the population of school health nurses employed in the Tshwane district and conduct the enquiry because of their knowledge and experience of school health services. The researchers collected data by means of unstructured, one-on-one in-depth interviews. The Tesch data analysis method was used by the researcher and co-coder. The researcher identified categories, subcategories and themes and these were reduced into grouping topics that were related to one another. Results Positive and negative experiences of school health nurses emerged. It was evident from the findings of the study that the factors affecting the quality of the integrated school health programme (ISHP) provided were interrelated. Most of these factors negatively affected service delivery. Conclusion It was recommended that the partnership between the National Department of Health and National Department of Basic Education as the main role players should be sustained at all times to ensure the successful implementation of the ISHP.
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              'A review of vision screening methods for children'


                Author and article information

                South African Journal of Childhood Education
                University of Johannesburg (Johannesburg, Gauteng, South Africa )
                : 13
                : 1
                : 1-7
                [01] Bloemfontein orgnameUniversity of the Free State orgdiv1Faculty of Health Sciences orgdiv2Department of Optometry South Africa
                [02] Bloemfontein orgnameUniversity of the Free State orgdiv1Faculty of Education South Africa
                S2223-76822023000100001 S2223-7682(23)01300100001

                This work is licensed under a Creative Commons Attribution 4.0 International License.

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                Figures: 0, Tables: 0, Equations: 0, References: 31, Pages: 7

                SciELO South Africa

                Original Research

                educating teachers,visual disorders in children,knowledge of teachers,children's vision,teachers' questionnaires,Quintile 1 school,Grade R to Grade 3 teachers


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