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Completed

NCT Number: NCT06497803

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

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.

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Key information

Conditions

Child Sexual Abuse Adherence Interventions Behavior Disability, Vision Eye Diseases Health Behavior Health Education Medication Adherence Nervous System Diseases Neurologic Manifestations Pathological Conditions, Signs and Symptoms Patient Acceptance of Health Care Patient Compliance Sensation Disorders Signs and Symptoms Treatment Adherence and Compliance Vision Disorders

Age range

7 year–14 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Marmara University

Istanbul, Turkey (Türkiye)

About this study

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.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

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.

Treatment and study plan

Nurse-Led Body Protection Education

Other

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

Reminder Education Brochure

Other

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

Primary outcomes

  1. 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.

  2. 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.

Sponsors and collaborators

Lead sponsor

Marmara University

Other

Registry information

Official study title

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

Important dates

Study start
2021
Primary completion
2021
Study completion
2022
First posted
Jul 12, 2024
Registry last updated
Jul 24, 2024

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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