Majallah-i Bālīnī-i Parastārī va Māmāyī (Sep 2020)
The Effect of Orem’s self-care Education on Physical Self-concept and Social Isolation in Blinded Children
Abstract
Background and Aims: Blindness is one of the disabilities that has a major impact on the individualchr('39')s ability to function in everyday life and has psychological, emotional, cognitive, and social consequences. Self-care education in the blind kids can be effective in improving childrenchr('39')s mental and social status. Therefore, the aim of this study is to investigate the effect of Orem’s self-care education on physical self-concept and socio-social isolation. Methods: A single-group interventional study with pre- and post-test design was conducted on 28 blind children at Samani Blind School in Isfahan in 2018. The Orem self-care curriculum was presented in a 6 sections (each section 60 minutes) in 4 group 7-person with lecture and question-and-answer method. Then, self-concept and social isolation of these children were assessed using Pierce-Harris questionnaires Usher was assessed and recorded before and immediately after the intervention. Finally, data were analyzed by SPSS software using Wilcoxon test and simple linear regression. Results: The results showed that none of the dimensions of physical self-concept and social isolation of children after Orem self-care education had a significant change compared to the previous one. None of the factors studied such as age, child gender or parental baseline information had significant effect on the rate of these children changing of physical self-concept and the social isolation. Conclusion: Although Oremchr('39')s self-care education causes changes in the mean score of body self-concept and social isolation in blinded children but this change is not significant. In addition, it seems that by increasing the time for educational intervention, better results can be obtained.
