The Effect of Nurse-Led Body Protection Education in Students With Visual Impairments

July 23, 2024 updated by: Marmara University

The Effect of Nurse-Led Body Protection Education on the Sexual Abuse Knowledge Levels of Students With Visual Impairments: A Randomized Controlled Trial

In the study, it was aimed to examine the effect of nurse-led body protection education on the sexual abuse knowledge levels of students with visual impairments.

Study Overview

Status

Completed

Conditions

Intervention / Treatment

Detailed Description

Children with visual impairments form a risky group in terms of abuse as they are more dependent in relation to providing self-care compared to children with visually healthy and they use their sense of touch in communicating with the environment. The 53 students with visual impairments were randomly assigned to the intervention group and the control group. The study data were collected through children's knowledge of abuse questionnaire - revised with the subdimensions of good touch and bad touch. Nurse-led body protection education was provided to the intervention group in groups of 3-4 in 40 minutes. The education was provided as verbal narration by using a doll and distress whistle. In addition, two weeks after the post-test, a reminder education brochure prepared with the braille alphabet was distributed to the students in the intervention group.

Study Type

Interventional

Enrollment (Actual)

53

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • Turkey
      • Istanbul, Turkey
        • Marmara University

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Child

Accepts Healthy Volunteers

Yes

Description

Inclusion Criteria:

  • Students with visual impairments who gave their consent to participate in the study and who could communicate in Turkish were included in the study.

Exclusion Criteria:

  • Students who had a mental disability in addition to visual impairment were excluded from the study.

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Prevention
  • Allocation: Randomized
  • Interventional Model: Parallel Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: Intervention Group
Nurse-led body protection education was provided to the intervention group in groups of 3-4 in 40 minutes. The education was provided as verbal narration by using a doll and distress whistle. In addition, two weeks after the post-test, a reminder education brochure prepared with the braille alphabet was distributed to the students in the intervention group.
Other: Nurse-Led Body Protection Education
Based on BST and Safe Touches education programs and in line with the studies conducted in the literature on children who are not visually impaired, NLBPE was created by the researchers (Akgul et al., 2021; Citak-Tunc et al., 2018; Pulido, 2019; Wurtele, 2007). The program aims to teach visually impaired children how to protect the private parts of their bodies, to distinguish between good and bad touch, to distinguish between good and bad secrets, to say no, scream, and ask for help when necessary. As education tools, dolls and distress whistles were used. In order for children to learn the private parts of their bodies, a doll was used. The practice of "Say No, Scream, Run, and Blow Your Whistle While Running" in order for the students to protect their body from bad touch was applied by the students one by one firstly, and in groups later.
Other Names:
  • NLBPE
Other: Reminder Education Brochure
The brochure was prepared in line with the NLBPE and included what is a good touch and a bad touch, how to distinguish a good touch from a bad touch, examples of good touch and bad touch, and what to do when encountered with a bad touch (Say No, Scream, Run, and Blow Your Whistle While Running). The brochure, the content of which was prepared by the researcher, was translated into Braille Alphabet by a visually impaired teacher working at the school where the research was conducted, before it was distributed to the intervention group members.
Other Names:
  • REB
No Intervention: Control Group
Pretest, posttest and follow-up test were applied simultaneously to the intervention group and the control group. Throughout the research, the control group continued their routine education. After the follow-up test, the control group was also provided with nurse-led body protection education.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
The Good Touch subscale of the Children's Knowledge of Abuse Questionnaire-Revised scale
Time Frame: Change in knowledge level within two months
The Good Touch subscale of the Children's Knowledge of Abuse Questionnaire-Revised scale was applied in the pre-test, post-test and follow-up test. The scale was developed by Tutty in 1992 and finalized by revising in 1995 (Tutty, 1997). The Turkish adaptation study of the scale was conducted by Yilmaz and Cenkseven-Onder (2020). Eight items on the scale (1, 3, 8, 17, 20, 25, 27 and 30) are under the Good Touch subdimension. The responses to the items are in the form of Correct, Incorrect, and Don't Know. In the analysis of the scale, "correct" answers are scored as 1 point, and "incorrect" and "Don't Know" responses are scored as 0 point.
Change in knowledge level within two months
The Bad Touch subscale of the Children's Knowledge of Abuse Questionnaire-Revised scale
Time Frame: Change in knowledge level within two months
The Bad Touch subscale of the Children's Knowledge of Abuse Questionnaire-Revised scale was applied in the pre-test, post-test and follow-up test. The scale was developed by Tutty in 1992 and finalized by revising in 1995 (Tutty, 1997). The Turkish adaptation study of the scale was conducted by Yilmaz and Cenkseven-Onder (2020). 22 items are under the Bad Touch subdimension. The responses to the items are in the form of Correct, Incorrect, and Don't Know. In the analysis of the scale, "correct" answers are scored as 1 point, and "incorrect" and "Don't Know" responses are scored as 0 point.
Change in knowledge level within two months

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Marmara University

Investigators

  • Study Chair: Ayse Ergun, Prof, Marmara University
  • Principal Investigator: Esma Akgul, MSc, RN, Marmara University

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Helpful Links

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

October 8, 2021

Primary Completion (Actual)

November 26, 2021

Study Completion (Actual)

January 7, 2022

Study Registration Dates

First Submitted

July 5, 2024

First Submitted That Met QC Criteria

July 5, 2024

First Posted (Actual)

July 12, 2024

Study Record Updates

Last Update Posted (Actual)

July 24, 2024

Last Update Submitted That Met QC Criteria

July 23, 2024

Last Verified

July 1, 2024

More Information

Terms related to this study

Keywords

Additional Relevant MeSH Terms

Other Study ID Numbers

  • 09.2020.172

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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