The Efficacy of an Educational Treatment Program for Patients with Epilepsy (MOSES): Results of a Controlled, Randomized Study

May, Theodor W.; Pfäfflin, Margarete

doi:10.1046/j.1528-1157.2002.23801.x

Cited by 211 publications

(191 citation statements)

References 22 publications

(41 reference statements)

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“…In addition, the results of the present study revealed that, satisfactory knowledge about epilepsy among studied caregivers was improved from more than quarter to more than three quarter after nursing intervention. This finding is congruent with study conducted in Germany by (May &Pfafflin, 2002). Who studied the efficacy of an educational treatment program for patients with epilepsy.…”

Section: Discussionsupporting

confidence: 89%

The effectiveness of the nursing intervention program on feeling of burden and coping among caregivers of children with epilepsy

Elmalky

Mohsen

Amer

2016

IJANS

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Epilepsy is one of the most common pediatric neurological disorders, which have negative psychological, emotional, and physical consequences of providing care. Nursing intervention is a key element of managing these patients and their families in order to reduce feelings of burden and enhancing coping among caregivers. Aim: To evaluate the effectiveness of nursing intervention on a feeling of burden and coping among caregivers of children with epilepsy. Design: A quasi-experimental design (one group pretest-posttest design) was used to achieve the aim of the study. Setting: The study was conducted at the outpatient clinic at the health insurance institute in Shebin El-Kom district, Menoufia Governorate. Subject: A convenience sample of 80 caregivers was used. Tool: I-A constructed interviewing questionnaire was developed by researchers to assess socio demographic data, medical history and family caregiver's knowledge, practices and opinions regarding child with epilepsy. II-Modified version of the Zarit burden interviewing questionnaire to assess feeling of burden. III-Coping Health Inventory for Parents to assess coping patterns of care giver's. The Results: the main finding of this study illustrated that, there were statistical significance differences regarding caregivers' knowledge and practices. Reduction of the feeling of burden and improvement of coping patterns after nursing intervention than before. There was a negative correlation between caregiver's knowledge, practice and feeling of burden and there was a positive correlation between (KPO) and coping among caregivers. The majority of the studied caregivers were mothers (76%) with mean age score37.21±5.22, more than half were secondary education, and the majority (75%) was not working. Conclusion: Nursing intervention was effective in improving caregiver's knowledge, practices and opinions, feeling of burden and raising coping abilities for caregivers of children with epilepsy. Recommendation: additional nursing strategies are needed around the time of the diagnosis with longitudinal assessment and follow up for both caregivers and their children.

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Section: Discussionsupporting

confidence: 89%

The effectiveness of the nursing intervention program on feeling of burden and coping among caregivers of children with epilepsy

Elmalky

Mohsen

Amer

2016

IJANS

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“…PWE who have developed efficient coping techniques, have high self-worth and foster more positive attitudes towards their condition are at less risk of psychosocial dysfunction [41,[99][100][101][102][103]. Therefore interventions that focus on increasing self-worth, developing effective coping strategies and positive cognition will help the individual accept their diagnosis, reduce psychosocial deficits and ultimately enhance quality of life.…”

Section: Strategies To Enhance Quality Of Lifementioning

confidence: 99%

Quality of Life Issues in Epilepsy

McCagh¹

2014

Epilepsy Topics

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“…In response to possible perceptions, it is important to educate teachers and school psychologists regarding epilepsy in children and the variability and diversity of seizure types and outcomes. Previous work educating patients and families [20] has found significant improvement in patient knowledge and family dynamics. In addition, it has been found that a neuropsychological report increases access to educational services for children with epilepsy in need of educational interventions [21].…”

Section: Significancementioning

confidence: 99%

Teachers’ ratings of the academic performance of children with epilepsy

Katzenstein

Fastenau

Dunn

et al. 2007

Epilepsy & Behavior

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The present study examined how knowledge of children's seizure condition was related to teachers' assessment of the children's academic ability. Children with epilepsy were divided into two groups based on teacher awareness of the child's seizure condition (Label). The children's achievement was assessed using the Woodcock Johnson Tests of Achievement-Revised (WJ-R), and the teacher's ratings were obtained from the Child Behavior Checklist Teacher Report Form (TRF) (Source). A 2 (Source) × 2 (Label) mixed-design analysis of covariance (controlling for IQ and how well the teacher knew the child) found a significant interaction, F (1, 121) = 4.22, p = 0.04. For the WJ-R there was no effect of Label on Achievement, but on the TRF lower scores were observed for children who were labeled. These results support the hypothesis that some teachers might underestimate the academic abilities of children with epilepsy. KeywordsSeizures; Cognition; Child; School; Achievement 1.IntroductionChildren who have a disease or disability can be at a potential disadvantage in the classroom depending on the perceptions associated with the "labels" of their illnesses. Teachers might have a predetermined idea regarding the performance of labeled children, attributed to the perception the teachers hold in how children with a disease or disability differ from the societal norm [1,2]. Labeling might affect not only a teachers' perception of the students but also the perceptions that the children have of themselves. Children who are labeled could feel they are Corresponding Author: Jennifer M. Katzenstein, Psychology (LD 124), Indiana University Purdue University Indianapolis, 402 N. Blackford Street, Indianapolis, jkatzens@iupui.edu Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errorsmaybe discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. The present study examined how the label of having epilepsy or seizures is related to teachers' ratings of children's academic performance compared to the children's actual performance on a standardized measure of academic achievement. The independent variable was dichotomous (whether or not the teachers knew about the children's seizure condition). In addition, a second independent variable was the source of academic achievement data (teachers ratings vs. the children's test scores). The dependent variable was academic achievement scores, assessed through the two sources: teachers' report of the children's progress in school (teachers' source of academic evaluation) and the child's score on a standardized achievement test (child's source of academic evaluation). Using a 2 × 2 (Label × Source of Achievement) design, ...

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The Efficacy of an Educational Treatment Program for Patients with Epilepsy (MOSES): Results of a Controlled, Randomized Study

Cited by 211 publications

References 22 publications

The effectiveness of the nursing intervention program on feeling of burden and coping among caregivers of children with epilepsy

The effectiveness of the nursing intervention program on feeling of burden and coping among caregivers of children with epilepsy

Quality of Life Issues in Epilepsy

Teachers’ ratings of the academic performance of children with epilepsy

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