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Conhecimentos e atitudes de professores escolares sobre a gestão de urgência frente ao traumatismo dentário : um estudo piloto
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Introdução: O traumatismo dentário é um problema de saúde pública de elevada prevalência em ambiente escolar. Dado o prognóstico estar criticamente dependente da intervenção nos minutos iniciais, os professores configuram-se, frequentemente, como os principais prestadores de primeiros socorros. Objetivo: Investigar os conhecimentos e atitudes de professores escolares de Viseu, em Portugal, sobre a gestão de urgência frente ao traumatismo dentário e procurar possíveis associações entre estes e variáveis relacionadas à caracterização da amostra, experiência docente e formação em primeiros socorros. Materiais e métodos: Professores de ensino pré-escolar, 1º e 2º ciclos de Viseu, Portugal foram selecionados por conveniência para este estudo transversal. Estes responderam a um questionário, constituído de Parte A (Caracterização da amostra, experiência docente e formação em primeiros socorros) e Parte B (37 itens de conhecimentos e atitudes em escala de Likert, distribuídos por 8 domínios), previamente elaborado e validado para o estudo. Os dados obtidos foram tratados estatisticamente no SPSS versão 14.0 para Windows (SPSS Inc., Chicago, IL, USA). O nível de significância adotado foi de 5% (p < 0,05). Resultados: A amostra incluiu 131 professores, maioritariamente do sexo feminino, com, em média, 52 anos e cerca de 27 anos de experiência docente. A pontuação obtida no questionário classificou os conhecimentos e atitudes dos professores como desfavorável em 93,9% da amostra. Entre as variáveis independentes investigadas apenas o ciclo de ensino foi associado aos conhecimentos e atitudes dos professores (P = 0,028), traduzindo um declínio nas pontuações no 2.º ciclo comparativamente ao pré-escolar. Conclusões: Os professores escolares apresentaram conhecimentos e atitudes desfavoráveis sobre a gestão de urgência frente ao traumatismo dentário. Torna-se prioritária a implementação de estratégias capazes de desenvolver as competências necessárias para gerir estes episódios no contexto escolar, com ênfase nos ciclos mais avançados de ensino.
Introduction: Dental trauma is a public health problem with a high prevalence in the school environment. Since the prognosis is critically dependent on intervention within the initial minutes, teachers frequently constitute the primary first-aid providers. Objective: To investigate the knowledge and attitudes of schoolteachers in Viseu, Portugal, regarding emergency management of dental trauma, and to explore potential associations between these and variables related to sample characterization, teaching experience, and first-aid training. Materials and methods: Pre-school, 1st, and 2nd cycle schoolteachers from Viseu, Portugal, were selected by convenience for this cross-sectional study. Participants completed a questionnaire comprising Part A (sample characterization, teaching experience, and first-aid training) and Part B (37 knowledge and attitude items on a Likert scale, distributed across 8 domains), previously developed and validated for the study. The collected data were statistically analyzed using SPSS version 14.0 for Windows (SPSS Inc., Chicago, IL, USA). The significance level was set at 5% (p < 0.05). Results: The sample included 131 teachers, predominantly female, with an average age of 52 years and approximately 27 years of teaching experience. The scores obtained in the questionnaire classified the knowledge and attitudes of the teachers as unfavorable in 93.9% of the sample. Among the independent variables investigated, only the teaching cycle was associated with teachers' knowledge and attitudes (P = 0.028), reflecting a decline in scores in the 2nd cycle compared to pre-school. Conclusions: Schoolteachers demonstrated unfavorable knowledge and attitudes regarding the emergency management of dental trauma. It is crucial to implement strategies capable of developing the necessary competencies to manage these episodes within the school context, with an emphasis on the more advanced teaching cycles.
Introduction: Dental trauma is a public health problem with a high prevalence in the school environment. Since the prognosis is critically dependent on intervention within the initial minutes, teachers frequently constitute the primary first-aid providers. Objective: To investigate the knowledge and attitudes of schoolteachers in Viseu, Portugal, regarding emergency management of dental trauma, and to explore potential associations between these and variables related to sample characterization, teaching experience, and first-aid training. Materials and methods: Pre-school, 1st, and 2nd cycle schoolteachers from Viseu, Portugal, were selected by convenience for this cross-sectional study. Participants completed a questionnaire comprising Part A (sample characterization, teaching experience, and first-aid training) and Part B (37 knowledge and attitude items on a Likert scale, distributed across 8 domains), previously developed and validated for the study. The collected data were statistically analyzed using SPSS version 14.0 for Windows (SPSS Inc., Chicago, IL, USA). The significance level was set at 5% (p < 0.05). Results: The sample included 131 teachers, predominantly female, with an average age of 52 years and approximately 27 years of teaching experience. The scores obtained in the questionnaire classified the knowledge and attitudes of the teachers as unfavorable in 93.9% of the sample. Among the independent variables investigated, only the teaching cycle was associated with teachers' knowledge and attitudes (P = 0.028), reflecting a decline in scores in the 2nd cycle compared to pre-school. Conclusions: Schoolteachers demonstrated unfavorable knowledge and attitudes regarding the emergency management of dental trauma. It is crucial to implement strategies capable of developing the necessary competencies to manage these episodes within the school context, with an emphasis on the more advanced teaching cycles.
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Conhecimento Atitudes Traumatismos dentários Crianças Professores Knowledge Attitude Tooth injuries Child Teachers
Contexto Educativo
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Sem licença CC