Nursing. Mtimoghhgy nygmoh technology Mohamed

Mohamed

1. Fracture First Aid Training for School Children: Role Play versus Demonstration MTI University Faculty of Nursing Spring 2024

2. Under supervision of Prof. Dr. Hoda Zaki Dr. Hanaa Azmy Dr. Engy Abdel Rahman Dr. Aya Alaa Dr. Ibrahim Sehsah Dr. Zaki Elkalashy Dr . Sally Saad Dr. Ramy El Samadony

3. Prepared by 1. Mohamed Al Sayed Mohamed Salamh 2. Haitham Akmal Mazzouz 3. Kerolos Ayman Ghosn Hanin 4. Madona Rafaat Rezk Amin 5. Abanoub Moheb Abdallah Bakheet 6. Mohamed Mostafa Mohamed Ahmed 7. Ziad Magdy Elsaedelserwy 8. Osama Yasser Beltagey

4. Introduction

5. Introduction Fractures in school-age children are common due to their active lifestyles and involvement in physical activities. During these years, bones are still growing and developing, making them more susceptible to breaks from falls, sports, and other accidents. Common sites for fractures include the forearm, wrist, and elbow, reflecting the natural tendency to use arms to break a fall. Prompt diagnosis and treatment are essential to ensure proper healing and prevent complications, with methods ranging from casting , splinting and in more severe cases, surgical intervention. Understanding the signs, such as pain, swelling, and inability to use the affected limb, helps in early identification and management of fractures, ensuring a swift return to normal activities (Konstantinos, 2021).

6. Introduction Role play can play an important role in reducing shyness and improving social skills. Many children are naturally introverted or shy, and role play provides a safe space for them to come out of their shell by assuming different roles, they can explore different social dynamics and experiment with different ways of interacting with others. This form of play encourages cooperation, sharing, and turn-taking, as children work together to create and act out imaginative scenarios. They learn to understand and respect different perspectives and develop empathy. role play also promotes problem-solving and critical thinking skills (Lewis, 2023).

7. Introduction Demonstrating the mechanisms and effects of fractures in school-age children can be a valuable educational tool. By using age-appropriate models and simulations, students can visually grasp how bones can break and what factors contribute to fractures. Such demonstrations help them understand the importance of safety measures during physical activities. The effects of fractures on children can be significant, impacting their mobility, participation in sports, and daily activities. Emotional effects may also occur, such as anxiety or frustration due to temporary limitations. Educators can emphasize the importance of proper care and rehabilitation to ensure full recovery and minimize long-term consequences. Through interactive learning, children become more aware of bone health and injury prevention, fostering a proactive approach to their physical well-being (Lambrini, 2021).

8. Significance of The Study

9. Significance of The Study According to the World Health Organization (WHO), injuries contribute significantly to the global burden of death and morbidity among children and adolescents .According to this report, in 2019 revealed that injuries accounted for 6.6% daily of total deaths worldwide (World Health Organization, 2019). In Egypt Schools revealed that injuries accounted for 21% of total death s among school students in 2021 (WHO, 2021). While studies indicat e that the incidence rate of fractures in children ranges from 12% to 42% in worldwide (WHO, 2022).

10. Aim of the Study

11. Aim of the Study This study aimed to compare the effect of role play and demonstration of fracture first aid training on school children.

12. Research Hypothesis

13. Research Hypothesis

14. Research Methodology

15. Research Design Comparative research design was used in this study

16. Setting The study was conducted in the Safia Zaghloul primary school .

17. Sample The study comprised a non-probability sample (Convenience sampling), The Sample size is 80 (40 student for each group) from total 100 students, by using sample size calculator. Inclusion criteria - Students in fifth grade in primary school. - Students who accepted to participate in the study.

18. Tool Description The data was collected through one tool. Tool : Observational checklist to evaluate student's practice it consist of Two parts: Part(I): - Socio demographic Data of children such as Gender, Age, Class, Training of first aid, History of any previous injury, Parent Education, Residents, and siblings

19. Tool Description Part (II): Observational checklist to evaluate student's practice. It was developed by researchers after reviewing the relevant literature. To assess students, practice toward s fracture first aid. I t contains (7 items) Scoring system : Done practice was scored 'one', and not done practice was scored 'zero'. The total practice was categorized as the following: - Unsatisfactory <65% Satisfactory ≥ 65%

20. Tools Validity Data collection tools for the study were established by 5 experts. The experts were as Follows; 1 expert were professor of community and 4 lecturer of community health department at Faculty of Modern University for Technology and Information to test the content validity of the tools. The tools were examined for content coverage, clarity, relevance, and applicability. Based on doctors' comments and Recommendations, it was performed.

21. Tools Reliability Reliability of tools was assessed through their internal tool consistency with using Cronbach 's alpha test for check lists to evaluate children practice reliability with Cronbach's alpha was 0.80.

22. Pilot study A pilot study was carried out on 10% (8 students) was chosen randomly and excluded from the study sample to ascertain the Clarity, and applicability of the study tools and to identify the obstacles and problems that maybe encountered.

23. Ethical consideration Official permission was obtained from the dean of faculty of nursing at MTI university. The researcher was introducing himself to every participant in the study and explaining the purpose of the study. Participant’s informed consent for sharing in the study was then obtained. Confidentiality and privacy were assured before assessing and analyzing data, an interview with the study participants was done to evaluate the influence of first aid role play and demonstration methods.

24. Procedure The study was carried out in four phases: Preparatory phase (Primary phase) Program phase, Application phase (Implementation phase) And evaluation phase.

25. Procedure 1-Primary phase (preparation) Before conducting the current study, a data collection tool was developed by the researchers. Approval was obtained from the faculty of nursing, MTI University. Official permission was obtained from the director of Safia Zaghloul school. The researchers were introducing themselves to participate and Explain the aim of the study, after a complete description of the purpose and nature of the study, the interview was carried out in school.

26. Procedure 2-Program phase The researchers(MTI students) divided school students into two grou ps(one for demonstration method and one for role play method) .T hen first aid procedure for fracture was explaining through the power point , which includes the concept of first aid, definition of fracture, causes of fracture, complication of fracture and management for first group (Demonstration Group) in Arabic language. It took an hour to demonstrate the procedure and receive questions from the participants. Regarding r ole play group they received explanation in Arabic from video , which contains a scenario developed from video to students containing all information about fracture. The total time spent was hour for procedure explanation and received questions from participants.

27. Procedure 3-Application phase. After dividing the participants into two groups: a group for demonstration and a group for role play, the researchers were distributing the tool on students to fill the questionnaire (part I) for students about demographic data. Students were given a time of 20-30 minutes to fill in the questionnaire.

28. Procedure 4- Evaluation phase Check lists to evaluate students’ practice ( part II) was used by investigators to evaluate both groups.

29. Data Collection

30. Research Results

31. Figure (1) Percentage and distribution of sex among student ( n=80 ) 

32. Figure (2) Percentage and distribution of attended any training first aid among student (n=80) 

33. Figure ( 3 ): Percentage and distribution of students according to total score of checklists for fracture (n=80)

34. Conclusion

35. Conclusion Based on The findings of the current study, it can be concluded that the Check lists to evaluate students’ practice show that all of students on role play group had satisfactory scores of fractures first aid measures while less than three quarters had satisfactory in demonstration group scores of practices toward fracture first aid measures. Furthermore, the current study result revealed that there was a high statistically significant difference between traditional and role play groups regarding total practice.

36. Recommendation

37. Recommendation Recommendations for Ministry of Education: First aid and basic life support should be an integral part of all nurses in school curricula to ensure that nurses could grasp enough knowledge and performance and practice necessary to help people in emergency situations.

38. Recommendation Recommendations for researchers: Further studies are recommended to evaluate the reflection of introducing fracture first aid courses on students in different schools. The study should be replicated in different schools and settings in order to generalize there results.