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The Journal of School Nursing
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Research Article

Increasing Self-Efficacy and Knowledge Through a Seizure Education Program for Special Education Teachers

Valerie Price, RN, MSN

Valerie Price, RN, MSN, is a school nurse in the Early Start Program of the Santa Clara County Office of Education, San Jose, CA. This study was conducted as part of the requirements for a master’s degree in nursing at San Jose State University, San Jose, CA

Susan O. Murphy, RN, DNS

Susan O. Murphy, RN, DNS, is a professor at San Jose State University, San Jose, CA. She was the first reader of this master’s project

Virginia Young Cureton, RN, DPH

Virginia Young Cureton, RN, DPH, is a professor at San Jose State University, San Jose, CA. She was the second reader of this master’s project

Since the passage of the 1975 Education for All Handicapped Children Act and the 1986 PL99–457 amendment, many children aged birth to 3 years with special health care needs are enrolled in early intervention programs. Educators working in early intervention services often need to respond to and manage seizure activity and medical emergencies for special needs children. To do so, they need to have knowledge and confidence in their ability to intervene effectively. This intervention study was designed to address the knowledge and self-efficacy of 28 special needs educators on seizure management. The intervention resulted in increased knowledge, skills, and self-efficacy related to seizure management and their ability to interact supportively with families.

Key Words: children with special needs • early intervention • family-centered care • school nursing • seizures • self-efficacy • special education

The Journal of School Nursing, Vol. 20, No. 1, 43-49 (2004)
DOI: 10.1177/10598405040200010801
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