Effect of a structured educational intervention on maternal knowledge and self-reported home-based care practices among mothers of preterm newborns: a pre-experimental study

Bomyir Doyom; Helena Nongmeikapam; Tamanna Goyal

doi:10.18203/2349-3291.ijcp20263818

Authors

Bomyir Doyom Department of Child Health Nursing, Sharda School of Nursing Science and Research, Sharda University, Greater Noida, Uttar Pradesh, India
Helena Nongmeikapam Department of Child Health Nursing, Sharda School of Nursing Science and Research, Sharda University, Greater Noida, Uttar Pradesh, India
Tamanna Goyal Department of Child Health Nursing, Sharda School of Nursing Science and Research, Sharda University, Greater Noida, Uttar Pradesh, India

DOI:

https://doi.org/10.18203/2349-3291.ijcp20263818

Keywords:

Preterm newborn, Maternal knowledge, Home-based caregiving practice, Educational intervention, Discharge preparation, Kangaroo mother care

Abstract

Background: The period surrounding discharge is a critical transition for mothers of preterm newborns, as responsibility for several aspects of infant care gradually shifts from healthcare professionals to the family. Mothers must manage feeding, thermal protection, Kangaroo Mother Care (KMC), hygiene, infection prevention, follow-up, and recognition of neonatal danger signs at home. Adequate preparation is essential for the safe continuation of care after discharge.

Methods: A quantitative, pre-experimental one-group pre-test-post-test study was conducted among 90 postnatal mothers of preterm newborns in a tertiary-care teaching hospital in Greater Noida, Uttar Pradesh, India. Baseline knowledge and self-reported caregiving practices were assessed before the intervention and again seven days later. Each participant received an individualized 45-minute educational session incorporating a PowerPoint presentation, interactive discussion, practical demonstrations, and a take-home brochure. Data were analyzed using descriptive statistics, paired-samples t-tests, Pearson’s correlation coefficient, and chi-square tests.

Results: The proportion of mothers with adequate knowledge increased from 2.2% before the intervention to 45.6% at seven-day follow-up. The proportion reporting good caregiving practice increased from 2.2% to 57.8%. Mean knowledge scores increased from 4.96±1.66 to 10.24±1.60, giving a mean difference of 5.28 points (t=33.768, df=89, p<0.001). Mean practice scores increased from 5.16±1.69 to 10.52±1.38, with a mean difference of 5.36 points (t=34.229, df=89, p<0.001). Baseline knowledge demonstrated a positive correlation with baseline self-reported practice (r=0.376, p<0.01).

Conclusions: Maternal knowledge and self-reported home-based caregiving practices showed substantial improvement seven days after participation in the structured educational programme. Structured and individualized discharge education may serve as an effective strategy for strengthening maternal preparation for caring for preterm newborns at home.

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