The Effect of Self Learning regarding Food –Borne Diseases on Knowledge and Practices of Primary School Teachers

Moragaa, Islam Elsayed; Soliman, Fatma El-Sayed; Abd Rabo, Rabeaa Abd Rabo Mohamed; Abou Asha, Nagwa Ibrahim

doi:10.21608/tsnj.2024.340820

The Effect of Self Learning regarding Food –Borne Diseases on Knowledge and Practices of Primary School Teachers

Document Type : Original Article

Authors

¹ Demonstrator, Community Health Nursing, Faculty of Nursing, Tanta University, Egypt.

² Professor, Community Health Nursing, Faculty of Nursing, Tanta University, Egypt.

³ Assistant Professor, Community Health Nursing, Faculty of Nursing, Tanta University, Egypt.

⁴ Lecturer, Community Health Nursing, Faculty of Nursing, Tanta University, Egypt.

10.21608/tsnj.2024.340820

Abstract

Background: Foodborne diseases are challenge to global health. These diseases are caused by
consuming contaminated food and can range in severity from mild discomfort to life-threatening illness.
Therefore, food safety healthy instructions can help in preventing the spread of food borne diseases
especially in primary school stage. Aim: Evaluate the effect of self-learning regarding food borne
diseases on knowledge and practices of primary school teachers. Subjects and Method: Study design:
a quasi-experimental research design. Setting: This study was carried out in ten primary schools which
were selected randomly from (forty - seven) schools which are the total number of primary schools at
Tanta city. Subjects: The total sample was 150 primary school teachers were chosen by systematic
random sample technique. Tools of the study: Two tools were used to collect the needed data, Tool I: A
structured questionnaire sheet to assess socio demographic characteristics of the teachers and teachers'
knowledge regarding food borne diseases. Tool ІІ: Teachers' reported practices regarding prevention of
food borne diseases. Results: The majority (89.3%) of the studied school teachers had poor knowledge
score before self-learning intervention while after self-learning intervention there was an amazing
improvement in their knowledge as 99.3% of them had good knowledge score. In addition, the majority
(93.3%) of the studied school teachers reported unsatisfactory practices before self-learning, while 88%
of them reported satisfactory practices after self-learning intervention. Conclusion: Self-learning
intervention was effective in improving in teacher's knowledge and practices regarding food borne
diseases. Recommendations: Encouraging continuous training and self-learning of primary school
teachers to enhance their knowledge and practices related to food safety and prevention of food borne
diseases.