Yenidoğan yoğun bakım ünitesinde yatan prematüre bebek annelerine taburculuk esnasında verilen standart ve geliştirilmiş bebek bakımı ve beslenme eğitimimin annelerin bilgi ve tutumları üzerine etkileri
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Dosyalar
Tarih
2020
Yazarlar
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Yayıncı
Trakya Üniversitesi, Tıp Fakültesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma, Yenidoğan Yoğunbakım Ünitesinde yatan prematüre bebek annelerinin bebek bakımı ve beslenmesi konusunda bilgi düzeylerini ve tutumlarını belirlemek amacıyla yapılmıştır. 25 Kasım 2019 ve 25 Haziran 2020 tarihleri arasında çalışmaya dahil edilme kriterlerine uygun ve çalışmaya katılmayı kabul eden anneler kapalı zarf yöntemiyle randomize edilerek çalışma ve kontrol grubu belirlenmiştir. Çalışma grubuna dahil olan annelere geliştirilmiş eğitim, kontrol grubuna dahil olan annelere ise standart eğitim verilmiştir. Çalışmamız, ön test/son test kontrol gruplu yarı deneysel olarak yapılmıştır. Araştırmaya katılan çalışma ve kontrol grubundaki annelerin yaşı, eğitim durumu, çalışma durumu, gebelik öyküsü, doğum şekli değişkenleri ve yenidoğanların; cinsiyet, gebelik haftası değişkenleri arasında istatistiksel olarak fark olmayıp gruplar homojen dağılmaktadır. Çalışma ve kontrol grubundaki annelerin eğitim öncesi bilgi tutum puan ortalamaları arasındaki fark istatistiksel olarak anlamlı olmayıp gruplar homojen dağılmıştır (p>0,05). Geliştirilmiş eğitim alan annelerin eğitim sonrası toplam bilgi tutum puan ortalaması (15,51±2,69), standart eğitim alan annelerin toplam bilgi tutum puan ortalamasından (12,59±2,98) yüksek bulunmuş olup sonuç istatistiksel olarak anlamlıdır (p<0,05). Annelerin grup içi bilgi tutum puanları karşılaştırıldığında, eğitim sonrası toplam puan ve eğitim sonrası puan artışı arasında standart eğitim grubundaki annelerin de geliştirilmiş eğitim alan gruba kıyasla daha az artış olmakla birlikte her iki eğitim sonrası toplam bilgi tutum puanları istatistiksel olarak anlamlı saptandı (p<0,05). Sonuç olarak prematüre bebek annelerine taburculukta verilen geliştirilmiş eğitimin standart eğitimden üstün olması ve annelerin bilgi düzeylerine olumlu etkiler göstermesi, bu eğitim devamlı olarak uygulandığında taburculuk sonrası annelerin kendilerini yeterli hissetmeleri ve bebeklerinin sağlıklarının korunmasını açısından yararlı olacağını düşündürmektedir.
This study was conducted to determine the knowledge levels and attitudes of mothers of premature babies hospitalized in the Neonatal Intensive Care Unit on baby care and nutrition. Between 25 November 2019 and 25 June 2020, the mothers who met the inclusion criteria and accepted to participate in the study were randomized by the closed envelope method and in this way the study and control groups were determined. While improved training was provided to mothers in the study group, standard training was provided to mothers included in the control group. Our study was conducted as a quasi-experimental pre-test/post-test control group. There is no statistically difference about the age, the educational status, the employment status, the history of pregnancy, the birth pattern variables of the mothers, and the gender and gestational week variables of the newborns between the study and control groups. The distribution of groups was homogenous. The difference between the pre-education information attitude point averages of the mothers in the study and control groups was not statistically significant and the groups were homogeneously distributed (p> 0.05). The total knowledge attitude score average of the mothers who received improved education (15.51±2.69) was found higher than the total knowledge attitude score average of the mothers who received standard education (12.59±2.98) 67 and the result was statistically significant (p<0.05). When the mothers' in-group knowledge attitude scores were compared, there was a statistically significant difference between the total post-education score and post-education score increase compared to the group with improved education. However, the mothers in the standard education group had a statistically significant difference (p<0.05). In conclusion, the improved education given to mothers of premature baby before discharge was superior to standard education and thus showed positive effects on the level of knowledge of the mothers. This finding suggest that when this education is applied continuously, it will be very beneficial for mothers of premature infant in terms of feeling adequate after discharge and protecting the health of their babies.
This study was conducted to determine the knowledge levels and attitudes of mothers of premature babies hospitalized in the Neonatal Intensive Care Unit on baby care and nutrition. Between 25 November 2019 and 25 June 2020, the mothers who met the inclusion criteria and accepted to participate in the study were randomized by the closed envelope method and in this way the study and control groups were determined. While improved training was provided to mothers in the study group, standard training was provided to mothers included in the control group. Our study was conducted as a quasi-experimental pre-test/post-test control group. There is no statistically difference about the age, the educational status, the employment status, the history of pregnancy, the birth pattern variables of the mothers, and the gender and gestational week variables of the newborns between the study and control groups. The distribution of groups was homogenous. The difference between the pre-education information attitude point averages of the mothers in the study and control groups was not statistically significant and the groups were homogeneously distributed (p> 0.05). The total knowledge attitude score average of the mothers who received improved education (15.51±2.69) was found higher than the total knowledge attitude score average of the mothers who received standard education (12.59±2.98) 67 and the result was statistically significant (p<0.05). When the mothers' in-group knowledge attitude scores were compared, there was a statistically significant difference between the total post-education score and post-education score increase compared to the group with improved education. However, the mothers in the standard education group had a statistically significant difference (p<0.05). In conclusion, the improved education given to mothers of premature baby before discharge was superior to standard education and thus showed positive effects on the level of knowledge of the mothers. This finding suggest that when this education is applied continuously, it will be very beneficial for mothers of premature infant in terms of feeling adequate after discharge and protecting the health of their babies.
Açıklama
Anahtar Kelimeler
Prematüre, Anne Eğitimi, Bilgi Tutum Düzeyi, Bebek Bakımı, Premature Infant, Mother Education, Knowledge Attitude Level, Newborn Care
