Volume 33, Issue 3 (Summer 2025)
Avicenna J Nurs Midwifery Care 2025, 33(3): 253-264 |
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Nosratian H, Sadeghi N, Mousavi M S. The Effect of Educational Support Interventions on Parental Competence of Mothers with Infants Hospitalized in the Neonatal Intensive Care unit of Ganjovian Hospital, Dezful, 2024. Avicenna J Nurs Midwifery Care 2025; 33 (3) :253-264
URL: http://nmj.umsha.ac.ir/article-1-3236-en.html
URL: http://nmj.umsha.ac.ir/article-1-3236-en.html
1- Community Health Research Center, Isf.C., Islamic Azad University, Isfahan, Iran
2- Community Health Research Center, Isf.C., Islamic Azad University, Isfahan, Iran ,n45sadeghi@yahoo.com
2- Community Health Research Center, Isf.C., Islamic Azad University, Isfahan, Iran ,
Abstract: (624 Views)
Background and Objective: The shock of a premature birth can affect parents' ability to care for their newborns, interfering with mother-nurse communication and complicating the hospitalization and treatment process for these infants. This study sought to evaluate the effects of educational support interventions on the parental competence of mothers with premature infants hospitalized in the Neonatal Intensive Care Unit of Ganjavian Hospital, Dezful, Iran, in 2024.
Materials and Methods: The present study employed a quasi-experimental design with a pretest-posttest format. The statistical population consisted of all mothers of premature infants hospitalized in the Intensive Care Unit of Ganjavian Hospital in Dezful County, Iran, in 2024, from which, 48 individuals were randomly selected as the sample. The research tool was the Gibaud and Elston (1989) Parenting Sense of Competence Scale. The experimental group received the supportive-educational intervention developed by Karami et al. (2009), delivered through video presentations and an educational booklet, while the control group received no intervention. The collected data were analyzed using SPSS software (version 27).
Results: The average parental competence score in the test group was measured at 56.33 ± 5.73 prior to the intervention and increased to 73.67 ± 4.59 afterward. In contrast, the control group had an average score of 55.87 ± 5.35 before the intervention, which decreased to 53.08 ± 4.63 post-intervention. The findings indicate a significant difference in parental competence between the two groups (P<0.001).
Conclusion: Supportive educational interventions for parents of premature infants admitted to the neonatal intensive care unit can enhance parental competence in caring for their infants.
Materials and Methods: The present study employed a quasi-experimental design with a pretest-posttest format. The statistical population consisted of all mothers of premature infants hospitalized in the Intensive Care Unit of Ganjavian Hospital in Dezful County, Iran, in 2024, from which, 48 individuals were randomly selected as the sample. The research tool was the Gibaud and Elston (1989) Parenting Sense of Competence Scale. The experimental group received the supportive-educational intervention developed by Karami et al. (2009), delivered through video presentations and an educational booklet, while the control group received no intervention. The collected data were analyzed using SPSS software (version 27).
Results: The average parental competence score in the test group was measured at 56.33 ± 5.73 prior to the intervention and increased to 73.67 ± 4.59 afterward. In contrast, the control group had an average score of 55.87 ± 5.35 before the intervention, which decreased to 53.08 ± 4.63 post-intervention. The findings indicate a significant difference in parental competence between the two groups (P<0.001).
Conclusion: Supportive educational interventions for parents of premature infants admitted to the neonatal intensive care unit can enhance parental competence in caring for their infants.
Type of Study: Original Research |
Subject:
Nursing
Received: 2025/04/10 | Accepted: 2025/09/7 | Published: 2025/10/11
Received: 2025/04/10 | Accepted: 2025/09/7 | Published: 2025/10/11
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