INTRODUCTION:

Learning is considered as a modification of behavior through experience and training. In this process an individual acquires knowledge, attitudes, and skills that are necessary to meet the demands of life.

Learning disability refers to delays, deviations and performances discrepancies in the basic academic subjects e.g., arithmetic, reading, writing, spelling as well as speech and cannot be attributed to mental retardation, sensory deficits, or emotional disturbances.

It is an umbrella term which denotes variety of different conditions such as significant unexpected specific and assistant difficulties in acquisition and use of efficient reading (Dyslexia), writing (Dysgraphia) or mathematical (Dyscalculia). Unfortunately, most of these children are never identified as disabled learners.¹A Study on prevalence and pattern of learning disability among 1156 school children in between 6-13 years at English and Hindi medium schools of rural areas of Jaipur by Jagawat Tushar, Dhanda Akhil in 2014 shows 32 students (21.62%) dyslexic, 33 students (22.30%) with dysgraphia and about 23 (15.54%) with dyscalculia.²

The lack of necessary facilities for identification, along with delay in referral and remediation results in severe damage to self-esteem and motivation to study leading to a vicious cycle of academic, emotional and behavioral problems. There looms a large degree of ignorance among teachers about the diagnosis of learning disabilities, results a hostile attitude towards the child. Lack of awareness about learning disability is one of the reasons for not identifying great talent and potential in school children. It is generally reported that approximately 5-20% of the children across the world suffer from learning disorder.³A Study on prevalence of learning disability among 20382 school children from 31 government & aided school at Kerala by Gafoor A K in 2015 shows that students with learning disabilities are higher in aided schools, with an average school size of 851.⁴These children find difficulty in managing the academic works, labeled as slow learners and score poor marks. In most of the cases, these children are branded as ‘useless’, ‘poor performers’, etc by the teachers and parents and receive punishment. These children are not intellectually weak; possess different skills like music, sports, art, acting, innovation, drawing, craft, driving, etc. Many eminent people like Winston Churchill, Einstein, Isaac Newton, Thomas Alva Edison and many popular Hollywood actors were dyslexic during childhood. If these children are not identified and remedied at correct time will loss great men of eminence for future.³

The morbidity status of this disorder increases day by day. The investigators realized that learning disabilities are hidden neuro behavioral disorders existing in the society. Disorganized behaviors exhibit in older adults are also the impact of this disorder.⁵ Nurses who are taking care of adults in wards may be exhausted with the disorganized behavior pattern, can realize the reason behind it. Like that, nurses work with children may get various complaints from parents regarding poor academic performances, can identify this disorder and direct parents to the referral services. Nursing faculties can be given proper guidelines to the nursing students who are not identified with learning disorder. So the investigators decided to conduct an educational programme regarding learning disabilities to brain storm the samples.

METHODOLOGY:

The research methodology applied for this study was quantitative approach. The research design adopted to achieve the study objectives was a quasi – experimental, one group pre- test and post – test design. The objective of the study were to determine the level of knowledge before and after the workshop and to assess the effect of workshop by comparing pretest and post-test knowledge scores. The study was delimited to nursing faculties and staff nurses. Out of 110 participants 50 samples who fulfilled the inclusion/exclusion criteria were selected by convenient sampling technique for the study. A self-constructed knowledge questionnaire after validation from various experts was used to collect data. Tool divided into two sessions. Session 1 focused to assess the demographic variables and session 2 comprised of structured knowledge questionnaire with 20 questions from various areas which include types, causes, symptoms, co morbid conditions and management of learning disabilities. Each question scored one mark. The data obtained was analyzed by using descriptive and inferential statistics.

A one-day workshop on ‘Learning Disabilities’ was organized by Mental Health Nursing and Child Health Nursing department of Little Lourdes College of Nursing, Kottayam, Kerala. The sessions were devoted to theoretical aspects by various experts and practical session by simulation. Workshop had three sessions for theory, where explained overview, types, causes, symptoms, co morbid conditions and management of learning disabilities. For practical session, divided the delegates into five groups consist of 10 members each. Resource person gave case scenarios to each group for task-based simulation. After the prescribed time, representatives from each group presented the management aspect of respective cases. It was an infotainment session.

DATA ANALYSIS:

The findings of the study related to background characteristics were presented in Table 1

Table1: Demographic variables of sample N=50

Sample Characteristics

Number

Percentage

Designation

Nursing Faculties

Staff Nurses

Academic Qualification

M.Sc Nursing

B. Sc Nursing

General Nursing and Midwifery

Years of experience

Below 5 years

5-10 years

More than 10 years

Previous exposure

Yes

The demographic variables of the sample described that 84% had no previous exposure to any in service educational programme on learning disabilities. 60% of subjects were belong to nursing faculties where 54% had post-graduation. Half of the samples had below 5 years of experience in handling children with learning disabilities.

Fig.1 Comparison of Pretest and Posttest Knowledge Level

Table 2: Determination of the effectiveness of workshop by comparison of pretest and posttest knowledge scores on learning disabilities N=50

Aspect	Max. score	Range score	Median	Mean	Mean %	Standard Deviation	Paired t’test
Pre-test	20	4-14	8	7.92	39.6	1.88	-22.16
Post-test	20	9-19	14	14.18	70.9	1.44	-22.16

*significant at 0.05 level

Paired t’test was performed to know the significant difference in the average knowledge before and after the workshop. It revealed that significant (p<0.05) difference in the average knowledge score before and after the intervention.

RESULTS:

· The above median level of knowledge increased from 26% to 56%.

· The mean level of knowledge score was 14.18 after workshop.

· The paired t’test identified that significant difference in the average knowledge score before and after the intervention. Hence this educational intervention is found effective.

NURSING IMPLICATIONS:

The study findings have implications in the field of nursing education, nursing service, nursing administration and nursing research.

Nursing Service:

A paediatric nurse can identify the learning disabilities exist in children and educate the parents regarding the disabilities. Knowledge on learning disabilities help the nurses to identify patients with disorganized behaviour pattern which in turn help them to deliver individually tailored care strategies. Moreover, early identification of learning disabilities helps the school health nurse to rejuvenate the upcoming generations.

Nursing Administration:

The nurse administrators can arrange and motivate to conduct in service education programmes in the form of workshops, conferences, seminar, so on in the area of learning disabilities to enhance the knowledge level of staff nurses. Nurse administrators can prepare policy guidelines for multisectorial approach which will be beneficial in treating learning disabilities.

Nursing Education:

Focus on learning disabilities in curriculum help the student nurse to acquire knowledge and develop innovative idea to mould the students for improving the academic endeavors. Nurse educators should encourage the students to health educate the public regarding learning disabilities.

Nursing Research:

Nurse researchers can develop scales to assess learning disabilities and conduct survey to identify cases. Nurse researchers can undertake similar studies on learning disabilities using different tools and interventions. The study findings help to expand the body of professional knowledge upon which further research can be conducted.

CONCLUSION:

As per the result obtained from the current study revealed that the educational training programme selected for this study, workshop was effective in enhancing the knowledge of participants.

RECOMMENDATIONS:

A similar study can be replicated with a control group, large sample size and post assessment after a long period.

ACKNOWLEDGEMENT:

Authors express sincere gratitude to Sr.Dr. Joseena SVM, Principal Little Lourdes College of Nursing, Kidangoor, Kottayam for constant motivation and support to fulfill this study.

REFERENCE:

1. Hargreaves H, Rowbotham M, Philips M.A. Handbook on Learning Disabilities. Integra 2009.

2. Jagawat Tushar, Dhanda Akhil. Prevalence and pattern of learning disability in school children. Indian Journal of Medicine. 2014.

3. Amala Rani B. A study to assess the effectiveness of psycho Education module on knowledge regarding early Identification of children with learning Disability among primary school teachers in Chennai. The Tamilnadu Dr. M.G.R Medical University.2016

4. Gafoor A K. Prevalence of learning disabilities among school students in Kerala. (20) Insight journal of applied research in education. Calicut. 2015.

5. Thomas M.V. Teachers’ Perception on Learning Disability: An Explorative Study among Primary School Teachers in Kerala. Research Gate 2020. (https://www.researchgate.net/publication/341070780)

Received on 01.11.2020 Modified on 19.11.2020

Int. J. of Advances in Nur. Management. 2021; 9(1):46-48.

DOI: 10.5958/2454-2652.2021.00013.5