Effectiveness of planned teaching on knowledge and attitude regarding coping with stress and anxiety among mothers of preterm babies.
试验速览
- 阶段
- Phase 3 4
- 状态
- 尚未招募
- 发起方
- 入组人数
- 84
- 试验地点
- 1
- 主要终点
- The primary outcomes of the study were improved knowledge and a more positive attitude among mothers of preterm babies regarding coping with stress and anxiety after the planned teaching session.
研究概览
简要总结
“Effectiveness of Planned Teaching on Knowledge and Attitude Regarding Coping with Stress and Anxiety Among Mothers of Preterm Babies”
Abstract:
Preterm birth can be a highly stressful experience for mothers, often leading to anxiety and emotional distress. This study aimed to assess the effectiveness of a planned teaching program in improving the knowledge and attitude of mothers regarding coping with stress and anxiety. A pre-experimental one-group pre-test and post-test design was used. The study was conducted among mothers of preterm babies admitted to the neonatal intensive care unit (NICU) in a selected hospital. A structured questionnaire and attitude scale were used to assess baseline knowledge and attitude. A 30–45 minute planned teaching session was delivered using simple language, visual aids, and interactive discussion. The content focused on understanding stress and anxiety, their impact on maternal and infant well-being, and practical coping strategies such as relaxation techniques, positive thinking, and emotional support. A post-test was conducted on the 7th day to measure the effectiveness of the intervention.
The results showed a significant improvement in post-test knowledge and attitude scores compared to the pre-test. Mothers reported better emotional awareness and the use of healthy coping mechanisms. The study concludes that planned teaching is an effective method to enhance knowledge and foster a positive attitude among mothers of preterm babies in managing stress and anxiety. Regular education and emotional support in hospital settings can empower mothers and improve maternal-infant outcomes.
Keywords: Preterm baby, stress, anxiety, mothers, planned teaching, coping, knowledge, attitude.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 盲法
- None
入排标准
- 年龄范围
- 18.00 Year(s) 至 45.00 Year(s)（—）
- 性别
- Female
入选标准
- •Mothers who are willing to participate in the study
- •Mothers of preterm infants born before 37 weeks of gestation admitted to a Neonatal Intensive Care Unit NICU or special care nursery
- •Mothers who can read or write English Hindi or Marathi.
排除标准
- •Mothers with post natal complication
- •Mothers who have previously received significant psychological or counseling interventions for stress or anxiety related to their infants care
- •Mothers who are health professionals.
结局指标
主要结局
The primary outcomes of the study were improved knowledge and a more positive attitude among mothers of preterm babies regarding coping with stress and anxiety after the planned teaching session.
时间窗: The primary outcomes of the study were improved knowledge and a more positive attitude among mothers of preterm babies regarding coping with stress and anxiety. These outcomes were assessed at three specific time points: at baseline (before the planned teaching), at 4 weeks post-intervention to measure immediate effectiveness, and at 8 weeks post-intervention to evaluate the retention and long-term impact of the teaching program.
次要结局
- The secondary outcomes included increased use of coping strategies, improved emotional well-being, better mother-infant bonding, greater involvement in newborn care, & a higher willingness to seek support when needed.(The secondary outcomes of the study included increased use of coping strategies, improved emotional well-being, better mother-infant bonding, greater involvement in newborn care, & a higher willingness to seek support when needed. These outcomes were assessed at three time points: at baseline (before the intervention), at 4 weeks after the planned teaching to evaluate early changes, & at 8 weeks to assess sustained behavioral & emotional improvements over time.)
研究者
Shardul Timande
Datta Meghe Institute Of Higher Education and Research