Preterm Newborn Mothers' Anxiety and Self-Efficacy

Kocaeli University

Status: Completed

Conditions: Education; Mother-Infant Interaction; Nursing Care

Treatments: Other: Group receiving QR code supported training

Study type: Interventional

Funder types: Other

Identifiers

NCT06359288

2023/01.11/2023/6

Details and patient eligibility

About

The aim of this study was to evaluate the effect of QR code supported infant care training given to mothers of preterm newborns on maternal self-efficacy and maternal anxiety level .

Full description

Maternal and child health is an important health indicator of societies. According to the World Health Organisation, almost half of all under-five child deaths are neonatal deaths. In order to reduce these deaths, especially in the neonatal period, it is very important for mothers to learn and correctly apply infant care. In studies conducted with mothers of preterm newborns, it was determined that mothers felt themselves inadequate after taking care responsibilities after discharge, expressed that they needed training for the care of the baby, and preferred to remain bystanders because they were less confident in the care of the baby. However, other studies have reported that preterm and hospitalised infants have a negative impact on the development of the mothering role. Prematurity may increase maternal anxiety and negatively affect perceived maternal self-efficacy. At the same time, the mother's intense anxiety and inadequate perceived maternal self-efficacy negatively affect infant care.

Maternal self-efficacy perception is mothers' beliefs about being successful in their parenting role and is an important mechanism guiding the interactions of preterm newborns and their mothers in the hospital. In order for this mechanism to continue in a healthy way, the nurse should identify the aspects that mothers perceive themselves as adequate or that mothers perceive as negative from birth and observe all their interventions towards the baby. Self-efficacy, which can be gained through learning by observation, can be maximised in the postnatal period by nurses demonstrating the principles they want to teach. Therefore, nurses should clearly show the practices for infant care to mothers and support the perception of maternal self-efficacy.

Today, traditional materials used in the educational process (blackboard, book, etc.) are replaced by smart and portable devices (e-book, smart board, tablet, etc.). In this context, QR codes serve as a bridge between old and new education models. In other words, QR codes increase the effectiveness of mobile education by integrating mobile devices into traditional educational materials. QR codes are a cheap and easy process for delivering information to individuals. When the literature is analysed, it is seen that the interest and motivation in the subject increases when the training sessions offered through the internet and printed learning materials are used together. QR codes are frequently used in educational activities due to their versatility and their ability to enable different learning environments. When the benefits of QR codes are analysed in studies conducted on healthcare professionals, students, and educators in the literature, they can be listed as ease of use and ease of access, adaptability, simplicity of development and potential environmental benefits compared to other access methods. However, studies on the use of QR codes in patient education in the field of nursing are limited.

Enrollment: 80 patients

Sex: Female

Ages: 19 to 45 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Preterm infant who were born between 28-36+6 gestational weeks
• Preterm infant with a low birth weight at hospitalization (between 1500-2500 g)
• Preterm infant weight of 2500 g or more at discharge,
• Preterm infant who had stable vital signs,
• Preterm infant who do not use muscle relaxants, analgesics, sedatives or inotropic drugs,
• Preterm infant who do not have a serious neurological disease
• Mothers who stay with the baby for at least one month after discharge,
• Mothers who voluntarily accepting the study,
• Mothers who not being diagnosed with a psychiatric illness.

Exclusion criteria

• Mothers who did not have the ability to read and understand Turkish,
• Mothers who did not use/access the internet,
• Mothers who had twin babies
• Mothers whose babies with a disease that would prevent post-discharge care

Trial design

Primary purpose: Supportive Care

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Double Blind

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80 participants in 2 patient groups

Group receiving QR code supported training

Experimental group

Description:

Training sessions in the training class run three days a week for two weeks. 6. During the training process, QR codes were integrated into the sections related to the care of the newborn in the guide in order to provide mothers with the opportunity to watch the video simultaneously while reading the guide in practices requiring skills related to hygienic care of the newborn and nutrition / communication / sleep, and to allow them to watch it repeatedly as long as they feel the need. In these videos, the application steps were shown one by one. URL addresses of the videos were obtained and then QR Codes were created. When the code is scanned with a smartphone, it automatically redirects the user to the specified URL. The difference between the groups was that videos on newborn care were shown and QR Code training guides with the same content as the SC group created by the researchers on newborn care were distributed.

Treatment:

Other: Group receiving QR code supported training

Recommendations to start care

No Intervention group

Description:

In the training class, mothers who are preparing for discharge are currently given training on the appearance, feeding, care, vaccinations, sleep and health checks of the premature infant, and the care of the newborn is carried out practically.