Acceso usuarios
Objetivo: analizar los conocimientos y las actitudes respecto a la epilepsia infantil del profesorado de Educación Primaria de la ciudad de Gijón; así como valorar si estos varían al tener alumnado o familiares con dicha patología o al haber presenciado una crisis previamente.
Método: estudio descriptivo transversal realizado en 2016 en colegios de Educación Primaria de Gijón (Asturias). Se localizaron los centros mediante fuentes documentales oficiales y se contactó con ellos mediante correo electrónico. En aquellos que aceptaron participar se administró al profesorado un cuestionario elaborado ad hoc donde se incluyeron variables individuales: edad, tenencia de alumnado o familiar con epilepsia, experiencia previa de crisis epiléptica, conocimientos autoreferidos, actitud prevista frente a la crisis y deseo de conocimiento. Se realizaron índices de estadística descriptiva y análisis bivariantes mediante la prueba de correlación de Pearson y Chi cuadrado.
Resultados: el 92,4% del profesorado indicó no tener conocimientos suficientes para actuar en una crisis epiléptica. No se encontraron diferencias estadísticamente significativas entre quienes habían tenido o no alumnado o familiares con epilepsia o hubiesen presenciado o no previamente una crisis. El 91,4% se percibía como mal o muy mal preparado para ello. El 5,1% de los encuestados administraría medicación de rescate a un alumno que presente una crisis epiléptica. El 98% deseaba recibir más formación sobre la epilepsia.
Conclusiones: el profesorado de Educación Primaria de los colegios de Gijón refirió un escaso conocimiento para hacer frente a una crisis epiléptica; sin embargo, manifestaron también un deseo de mejora.
Objectives: to analyze the knowledge and attitudes regarding childhood epilepsy by the Primary Education teachers from the city of Gijón; as well as to assess if these vary when they have students or relatives with said condition, or they have been present previously at a seizure.
Method: a descriptive cross-sectional study conducted in 2016 in Primary Education schools Gijón (Asturias). The centers were located through official documentary sources, and they were contacted through email. In those centers which accepted to participate, teachers were asked an ad-hoc questionnaire including individual variables: age, having students or relatives with epilepsy, previous experience of an epileptic seizure; self-reported knowledge; foreseen attitude when faced with the seizure, and willingness to learn more. Descriptive statistical indexes and bivariate analyses were conducted, through Pearson’s correlation and Chi square test.
Results: out of all the teachers, 92.4% stated that they did not have enough knowledge for acting in an epileptic seizure. No statistically significant difference was found between those who had students or relatives with epilepsy or had been present previously in a seizure, and those who had not. The perception by 91.4% of teachers was that they were poorly or very poorly prepared for this; 5.1% of the participants would administer rescue medication to a student suffering an epileptic seizure, and 98% of them wanted to receive more training about epilepsy.
Conclusions: Primary Education teachers from Gijón schools reported they had limited knowledge to face an epileptic seizure; however, they also stated that they were willing to improve.
