Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-14T05:12:21.725Z Has data issue: false hasContentIssue false
  • English
  • Français

Evaluation of ThinkFirst for Kids Injury Prevention Curriculum for Grades 7/8

Published online by Cambridge University Press:  02 December 2014

Michael Vassilyadi ,
Cheryll Duquette ,
Mohammed F. Shamji ,
Shari Orders  and
Simon Dagenais
Michael Vassilyadi*
Affiliation:
Division of Neurosurgery, Children's Hospital of Eastern Ontario Division of Neurosurgery, The Ottawa Hospital Faculty of Medicine, University of Ottawa, ON, Canada
Cheryll Duquette
Affiliation:
Faculty of Education, University of Ottawa, ON, Canada
Mohammed F. Shamji
Affiliation:
Division of Neurosurgery, The Ottawa Hospital
Shari Orders
Affiliation:
Faculty of Education, University of Ottawa, ON, Canada
Simon Dagenais
Affiliation:
Faculty of Medicine, University of Ottawa, ON, Canada
*
The Children’s Hospital of Eastern Ontario, Division of Neurosurgery, 401 Smyth Road, Ottawa, Ontario, K1H 8L1, Canada.
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Background:

Head injury causes substantial morbidity and mortality in children. The ThinkFirst For Kids (TFFK) program improves knowledge of safe behaviours in kindergarten to Grade 6 students.

Methods:

This study evaluated the TFFK curriculum for grade 7/8 students. Knowledge acquisition was assessed quantitatively by an injury prevention test at baseline, at curriculum completion, and six weeks later. Participant experiences and behaviours were explored qualitatively by interviews and focus groups.

Results:

Students (n=204) and teachers (n=6) from four schools participated in this study. Test scores improved from baseline (26.48±0.17, n=204), to completion (27.75±0.16, n=176), to six weeks post-completion (28.65±0.13, n=111) (p<0.05). Most students reported their decision-making and participation in risky behaviors was altered by the curriculum.

Interpretation:

The TFFK curriculum may promote education about head injury prevention among Grade 7/8 students, with a suggestion of long-term knowledge retention. The curriculum was wellreceived and may be suitable to reduce risky behavior and injuries in children.

Type
Other
Information
Canadian Journal of Neurological Sciences , Volume 36 , Issue 6 , November 2009 , pp. 761 - 768
Copyright
Copyright © The Canadian Journal of Neurological 2009

References

1.Coppens, NM, McCabe, BM.Promoting children’s use of bicycle helmets. J Pediatr Health Care. 1995;9(2):51–8.Google Scholar
2.Kirsch, SE, Pullen, N.Evaluation of a school-based education program to promote bicycle safety. Health Promot Pract. 2003;4(2):138–45.Google Scholar
3.Parkin, PC, Spence, LJ, Hu, X, Kranz, KE, Shortt, LG, Wesson, DE.Evaluation of a promotional strategy to increase bicycle helmet use by children. Pediatrics. 1993;91(4):772–7.CrossRefGoogle ScholarPubMed
4.Rivara, FP, Thompson, DC, Thompson, RS, Rogers, LW, Alexander, B, Felix, D, et al.The Seattle children’s bicycle helmet campaign: changes in helmet use and head injury admissions. Pediatrics. 1994;93(4):567–9.Google ScholarPubMed
5.Wood, T, Milne, P.Head injuries to pedal cyclists and the promotion of helmet use in Victoria, Australia. Accid Anal Prev. 1988;20 (3):177–85.Google Scholar
6.CIHI. Head injuries in Canada: a decade of change (1994-5 to 2003-4). In: Information CIfH, editor. Ottawa; 2006.Google Scholar
7.Azeredo, R, Stephens-Stidham, S.Design and implementation of injury prevention curricula for elementary schools: lessons learned. Inj Prev. 2003;9(3):274–8.CrossRefGoogle ScholarPubMed
8.Bandura, A.Social learning theory. Englewood Cliffs: Prentice Hall; 1977.Google Scholar
9.Cusimano, MD, Sharman, ARC, Chipman, M, Freedman, B, Tator, CH.Injury prevention in the community: an evaluation of the Think First for Kids program. Can J Neurol Sci. 2000;27(S2):22.Google Scholar
10.Greene, A, Barnett, P, Crossen, J, Sexton, G, Ruzicka, P, Neuwelt, E.Evaluation of the THINK FIRST For KIDS injury prevention curriculum for primary students. Inj Prev. 2002;8(3):257–8.Google Scholar
11.Gresham, LS, Zirkle, DL, Tolchin, S, Jones, C, Maroufi, A, Miranda, J.Partnering for injury prevention: evaluation of a curriculumbased intervention program among elementary school children. J Pediatr Nurs. 2001;16(2):79–87.Google Scholar
12.Wesner, ML.An evaluation of Think First Saskatchewan: a head and spinal cord injury prevention program. Can J Public Health. 2003;94(2):115–20.Google Scholar
13.McGrath, B.Group interventions for the prevention of injuries in young children: a systematic review. Inj Prev. 2005;11:143–7.Google Scholar
14.Bryer, F, Grimbeek, P.Can a didactic intervention influence adolescent attitudes to acquired brain injury? Educating: Weaving Research into Practice. Proceedings of the International Conference on Cognition, Language, and Special Education Research. 2004;3:167–77.Google Scholar
15.Krueger, R, Casey, M.Focus groups: a practical guide for applied research. Thousand Oaks: Sage Publications; 2000.Google Scholar
16.Marshall, C, Rossman, GB.Designing qualitative research. 4th ed. Thousands Oaks: Sage Publications; 2006.Google Scholar
17.Miles, MB, Huberman, AM.Qualitative data analysis: an expanded sourcebook. 2nd ed. Thousand Oaks: Sage Publications; 1994.Google Scholar
18.Patton, MQ.Qualitative research & evaluation methods. 3rd ed. Thousand Oaks: Sage Publications; 2002.Google Scholar
19.Guba, EG, Lincoln, YS.Fourth generation evaluation. Thousand Oaks: Sage Publications; 1989.Google Scholar
20.Mertens, DM.Research and evaluation in education and psychology. 2nd ed. Thousand Oaks: Sage Publications; 2005.Google Scholar
21.Berg, P, Westerling, R.Bicycle helmet use among schoolchldren-the influence of parental involvement and children’s attitudes. Inj Prev. 2001;7(3):218–22.CrossRefGoogle ScholarPubMed