Epilepsy life skils education guidelines for primary schools in Limpopo and Mpumalanga Provinces, South Africa

Abstract

Background: The disorder known as epilepsy is characterized by disturbed brain nerve cell activity, which results in seizures. It mostly affects children, especially those in primary school, and may be caused by a genetic condition. Due to not enough knowledge about epilepsy, the majority of people who live with it experience stigma and discrimination. Aim: The purpose of this study was to develop epilepsy life skills education guidelines for primary school learners and teachers in the provinces of Limpopo and Mpumalanga. By educating them about epilepsy, this study aimed to reduce stigma and discrimination against those who have the condition. Methods: The goal of this study was achieved through the use of a multimethod research strategy. In order to ascertain the primary school teachers’, life skills educational advisors’, and learners' perceptions or opinions regarding the necessity of including epilepsy in life skills education, stages 1 and 2 of the empirical phase (phase 1) employed an exploratory-descriptive study design. Pre-testing was carried out to determine the study's viability and to see if the main questions were sufficiently clear and understood. Individual interviews with life skill education advisors and teachers were used to gather data. Additionally, focus groups with learners from the sampling primary schools in the provinces of Limpopo and Mpumalanga were held. Trustworthiness was attained by strengthening dependability, dredibility, conformability and transferability. Atlas.TI and the process of notice-collect-think (NTC) analysis was used to analyse the data. Manuscripts/Articles with brief purpose and findings: The results of the study's first phase showed that epilepsy needed to be covered in lessons on life skills for young children in primary schools. Two manuscripts were published and one that is accepted for publication, and it presented the need from the perspectives of learners, teachers, and life skills educational advisors. The conceptualisation of the Phase 1 results into a conceptual framework was the focus of the study's Phase 2, and the resulting publication is currently being reviewed. The World Health Organization's (2014) widely used guideline development guide and validation process was adapted by the researchers to create the epilepsy life skills guidelines in Phase 3. This work is currently being reviewed. The study complied with both internal and external ethical standards, and suggestions were made in light of the findings.