Browsing by Subject "äänihäiriö"
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(2020)Aim. Voice problems are more common with teachers than in any other group of employees and that often complicates working. If voice problems become chronic, that may lead to difficulties with career and cause substantial costs to the society. Still, only less than half of those with voice problems search for professional healthcare. The purpose of the study was to explore what kind of help teachers were looking for their problems, and how the healthcare reacted. Methods. Structured questionnaire, which gathered the following information: the length of teaching experience, number of pupils in class, the experienced handicap of personal voice problem, and if the teachers had searched for and got help from public healthcare providers or somewhere else. The questionnaire was available at a teachers' closed Facebook group. The results were analyzed with the SPSS Statistics using cross-tabulation and Spearman's rank-order correlation. Results and discussion. 43 teachers completed the online questionnaire during a four-week period. The respondents were all around Finland, 46.5% of them had experienced voice problems, which complicated their work during their careers and 61% of them pursued for medical help. The most common reason why help wasn't seeked was that the problem was relieved with rest. The most common consequence of seeking help was sick leave. In general, the teachers felt that they were taken seriously at the healthcare institution but the contact didn't necessarily lead to alleviation of the voice problem. The results are similar as in other studies. Reasons and origin of voice problems are diverse and extended. Teachers' voice problems should be prevented with voice education during their education.
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(2016)Objective: Previous results support the use of video examples in voice therapy. Patient adherence and motivation for practice was improved in the video-enhanced voice therapy compared to the "written" condition. A previous study has also shown that an instructional videotape has potential to increase people's awareness about voice misuse and treatment options. However, this area is still poorly studied. The goal of this study was to review the experiences of educational video material. The focus was to map out the experiences and benefits of using the video material. The purpose of this study was also to determine if patients' voice quality and the quality of life could be improved by providing videos of vocal hygiene instructions and voice exercises exemplified by the therapist. Methods: The population consisted of 12 patients of HUS Speech and Voice Clinic who participated in an independent video-enhanced intervention. All participants were women (20-63 years) and they had a functional voice disorder diagnosed by a phoniatrician. Before the intervention participants filled up two self-assessment questionnaires: VHI and VAPP. During the intervention participants kept an exercise diary. After the intervention participants filled up three self-assessment questionnaires: VHI and VAPP once again and also a questionnaire about the experiences of educational video material. The data were analysed applying qualitative content analysis and statistical method. Results and conclusions: The participants considered the video material, especially the informative part of it, clear and useful. The training videos were also considered clear and quite easy to manage. Practice frequency was how ever quite poor. Nobody practiced every day. During one month (30 days) the participants exercised in 5 to 27 days. During one day they exercised about eight minutes. Some of the participants seemed to benefit from the independent video-enhanced voice therapy. 7/12 participants had better VHI and VAPP scores after the intervention compared to the scores before the intervention. The difference in VAPP scores of the whole group before and after the intervention was considered statistically significant (p-value =.048 < .05 ). However, there were so wide variation in the practice frequency and the VHI and VAPP scores, that no exact conclusions can be made.
Now showing items 1-2 of 2