Volume 23, Issue 1 (January- February 2024)
Payesh 2024, 23(1): 81-90 |
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Ethics code: IR.SSU.REC.1399.269
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Maghare Abed M, Pourmovahed Z, Aryaeenezhad A. The effectiveness of an educational intervention on maternal role adaptation and anxiety among mothers with preterm infants in neonatal intensive care unit. Payesh 2024; 23 (1) :81-90
URL: http://payeshjournal.ir/article-1-2116-en.html
URL: http://payeshjournal.ir/article-1-2116-en.html
1- Department of Nursing Education, School of Nursing and Midwifery, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
2- Department of Nursing Education, Research Center for Nursing and Midwifery Care, Non-communicable Diseases Research Institute, School of Nursing and Midwifery, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
2- Department of Nursing Education, Research Center for Nursing and Midwifery Care, Non-communicable Diseases Research Institute, School of Nursing and Midwifery, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
Abstract: (1116 Views)
Objective(s): Mothers of preterm infants have some challenges in comprehending the maternal role. This study aimed to assess the effectiveness of an educational intervention on maternal role adaptation and anxiety among mothers with preterm infants in the Neonatal Intensive Care Unit (NICU).
Methods: This was an interventional study with pre- and post-test design. Participants were 72 mothers selected through convenience method. Then they were divided in two groups randomly (36 samples per intervention and control groups). Data were collected by demographic questionnaire, the Spielberger State-Trait Anxiety Inventory (STAI) and the Adaptation to Maternal Role Questionnaire (AMRQ). Interventions included seven training sessions to clarify and practice intended topics. Data were analyzed in SPSS version 24 software.
Results: The mean maternal role adaptation after the training course increased and showed a significant improvement compared with before the intervention (130.78, SD = 9.94 vs. 113.64, SD = 15.90; P = 0.001). Also, a significant decrease was observed between the mean anxiety score of mothers in the intervention group before and after education (101.89, SD =7.82 vs. 91.83, SD = 8.83; P =0. 001). No significant difference was observed among the control group either for maternal role or anxiety.
Conclusion: Mothers training reduces anxiety and increases maternal role adaptation of mothers of preterm infants. It is suggested that mothers training be used as one of support programs to reduce the anxiety level of mothers in the neonatal intensive care unit.
Methods: This was an interventional study with pre- and post-test design. Participants were 72 mothers selected through convenience method. Then they were divided in two groups randomly (36 samples per intervention and control groups). Data were collected by demographic questionnaire, the Spielberger State-Trait Anxiety Inventory (STAI) and the Adaptation to Maternal Role Questionnaire (AMRQ). Interventions included seven training sessions to clarify and practice intended topics. Data were analyzed in SPSS version 24 software.
Results: The mean maternal role adaptation after the training course increased and showed a significant improvement compared with before the intervention (130.78, SD = 9.94 vs. 113.64, SD = 15.90; P = 0.001). Also, a significant decrease was observed between the mean anxiety score of mothers in the intervention group before and after education (101.89, SD =7.82 vs. 91.83, SD = 8.83; P =0. 001). No significant difference was observed among the control group either for maternal role or anxiety.
Conclusion: Mothers training reduces anxiety and increases maternal role adaptation of mothers of preterm infants. It is suggested that mothers training be used as one of support programs to reduce the anxiety level of mothers in the neonatal intensive care unit.
type of study: Case-control |
Subject:
Health Psychologhy
Received: 2023/04/9 | Accepted: 2023/10/11 | ePublished ahead of print: 2023/12/4 | Published: 2023/12/27
Received: 2023/04/9 | Accepted: 2023/10/11 | ePublished ahead of print: 2023/12/4 | Published: 2023/12/27
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