Assessing virtual education on nurses’ perception and knowledge of developmental care of preterm infants: a quasi-experimental study
Abstract Background To implement developmental care accurately, neonatal intensive care unit nurses should have a proper understanding and sufficient knowledge in this field. Applying new approaches in education such as offline and online education help nurses improve their skills and knowledge. Thi...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-06-01
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| Series: | BMC Nursing |
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| Online Access: | https://doi.org/10.1186/s12912-022-00939-6 |
| _version_ | 1811227158651076608 |
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| author | Shahla Jalali Behnaz Bagherian Roghayeh Mehdipour-Rabori Mansooreh Azizzadeh forouzi Callista Roy Zahra Jamali Monirsadat Nematollahi |
| author_facet | Shahla Jalali Behnaz Bagherian Roghayeh Mehdipour-Rabori Mansooreh Azizzadeh forouzi Callista Roy Zahra Jamali Monirsadat Nematollahi |
| author_sort | Shahla Jalali |
| collection | DOAJ |
| description | Abstract Background To implement developmental care accurately, neonatal intensive care unit nurses should have a proper understanding and sufficient knowledge in this field. Applying new approaches in education such as offline and online education help nurses improve their skills and knowledge. This study aimed to investigate the effect of virtual education on the perception and knowledge of neonatal developmental care in nurses working in neonatal intensive care units. Methods This quasi-experimental study was conducted using a pretest-posttest design with two groups. The participants were 60 nurses working in neonatal intensive care units who were selected using convenience sampling (30 persons in each group). The data were collected before and 1 month after the intervention. The participants in the intervention group received developmental care training using an electronic file uploaded to Navid Learning Management System, while the members of the control group received no intervention. The instruments used to collect the data were the Demographic Information Questionnaire, the Developmental Care Knowledge Scale, and the Developmental Care Perception Scale. The collected data were analyzed using SPSS V25 software. All statistical tests were performed at the significance level of 0.05. Results The Developmental Care perception scores before the intervention in the control and intervention groups were 83.40 ± 11.36 and 84.53 ± 9.48, respectively, showing no statistically significant difference (P = 0.67). Also, Developmental Care perception scores after the intervention in the control and intervention groups were 83.16 ± 13.73, and 94.70 ± 6.89, respectively, showing a statistically significant difference (P < 0.001). The results of paired t-test showed that the mean knowledge score in the control group before and after the intervention was not statistically significant (P < 0.903), while in the intervention group there was a statistically significant difference between the mean knowledge score before and after the intervention (P < 0.001). The Developmental Care Knowledge scores before the intervention in the control and intervention groups were 52.66 ± 18.08 and 77.16 ± 17.20, respectively, showing a statistically significant difference (P = 0.001). Also, Developmental Care Knowledge scores after the intervention in the control and intervention groups were 53.66 ± 26.55and 90.33 ± 13.82, respectively, showing a statistically significant difference (P < 0.001). The results of paired t-test showed that the mean knowledge score in the control group before and after the intervention was not statistically significant, while in the intervention group there was a statistically significant difference between the mean knowledge score before and after the intervention. Conclusion The results of this study showed that virtual education for the developmental care of premature infants plays an effective role in the perception and knowledge of nurses working in the neonatal intensive care unit. Therefore, the development of e-learning packages for developmental care and their availability for nurses can be a step to improve the quality of nursing care for infants admitted to the NICU. |
| first_indexed | 2024-04-12T09:36:36Z |
| format | Article |
| id | doaj.art-47a2434d08154fab9880449548dedfe4 |
| institution | Directory Open Access Journal |
| issn | 1472-6955 |
| language | English |
| last_indexed | 2024-04-12T09:36:36Z |
| publishDate | 2022-06-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Nursing |
| spelling | doaj.art-47a2434d08154fab9880449548dedfe42022-12-22T03:38:12ZengBMCBMC Nursing1472-69552022-06-0121111010.1186/s12912-022-00939-6Assessing virtual education on nurses’ perception and knowledge of developmental care of preterm infants: a quasi-experimental studyShahla Jalali0Behnaz Bagherian1Roghayeh Mehdipour-Rabori2Mansooreh Azizzadeh forouzi3Callista Roy4Zahra Jamali5Monirsadat Nematollahi6Pediatric and neonatal intensive nursing department, Razi nursing and midwifery faculty, Kerman University of medical scienceNursing research center, Kerman University of Medical SciencesNursing research center, Kerman University of Medical SciencesNursing research center, Kerman University of Medical SciencesMount Saint Mary’s University Los AngelesDepartment of Pediatrics, School of Medicine, Afzalipour Hospital, Kerman University of Medical SciencesNursing research center, Kerman University of Medical SciencesAbstract Background To implement developmental care accurately, neonatal intensive care unit nurses should have a proper understanding and sufficient knowledge in this field. Applying new approaches in education such as offline and online education help nurses improve their skills and knowledge. This study aimed to investigate the effect of virtual education on the perception and knowledge of neonatal developmental care in nurses working in neonatal intensive care units. Methods This quasi-experimental study was conducted using a pretest-posttest design with two groups. The participants were 60 nurses working in neonatal intensive care units who were selected using convenience sampling (30 persons in each group). The data were collected before and 1 month after the intervention. The participants in the intervention group received developmental care training using an electronic file uploaded to Navid Learning Management System, while the members of the control group received no intervention. The instruments used to collect the data were the Demographic Information Questionnaire, the Developmental Care Knowledge Scale, and the Developmental Care Perception Scale. The collected data were analyzed using SPSS V25 software. All statistical tests were performed at the significance level of 0.05. Results The Developmental Care perception scores before the intervention in the control and intervention groups were 83.40 ± 11.36 and 84.53 ± 9.48, respectively, showing no statistically significant difference (P = 0.67). Also, Developmental Care perception scores after the intervention in the control and intervention groups were 83.16 ± 13.73, and 94.70 ± 6.89, respectively, showing a statistically significant difference (P < 0.001). The results of paired t-test showed that the mean knowledge score in the control group before and after the intervention was not statistically significant (P < 0.903), while in the intervention group there was a statistically significant difference between the mean knowledge score before and after the intervention (P < 0.001). The Developmental Care Knowledge scores before the intervention in the control and intervention groups were 52.66 ± 18.08 and 77.16 ± 17.20, respectively, showing a statistically significant difference (P = 0.001). Also, Developmental Care Knowledge scores after the intervention in the control and intervention groups were 53.66 ± 26.55and 90.33 ± 13.82, respectively, showing a statistically significant difference (P < 0.001). The results of paired t-test showed that the mean knowledge score in the control group before and after the intervention was not statistically significant, while in the intervention group there was a statistically significant difference between the mean knowledge score before and after the intervention. Conclusion The results of this study showed that virtual education for the developmental care of premature infants plays an effective role in the perception and knowledge of nurses working in the neonatal intensive care unit. Therefore, the development of e-learning packages for developmental care and their availability for nurses can be a step to improve the quality of nursing care for infants admitted to the NICU.https://doi.org/10.1186/s12912-022-00939-6Preterm infantsVirtual educationNurseNeonatal intensive care unitDevelopmental care |
| spellingShingle | Shahla Jalali Behnaz Bagherian Roghayeh Mehdipour-Rabori Mansooreh Azizzadeh forouzi Callista Roy Zahra Jamali Monirsadat Nematollahi Assessing virtual education on nurses’ perception and knowledge of developmental care of preterm infants: a quasi-experimental study BMC Nursing Preterm infants Virtual education Nurse Neonatal intensive care unit Developmental care |
| title | Assessing virtual education on nurses’ perception and knowledge of developmental care of preterm infants: a quasi-experimental study |
| title_full | Assessing virtual education on nurses’ perception and knowledge of developmental care of preterm infants: a quasi-experimental study |
| title_fullStr | Assessing virtual education on nurses’ perception and knowledge of developmental care of preterm infants: a quasi-experimental study |
| title_full_unstemmed | Assessing virtual education on nurses’ perception and knowledge of developmental care of preterm infants: a quasi-experimental study |
| title_short | Assessing virtual education on nurses’ perception and knowledge of developmental care of preterm infants: a quasi-experimental study |
| title_sort | assessing virtual education on nurses perception and knowledge of developmental care of preterm infants a quasi experimental study |
| topic | Preterm infants Virtual education Nurse Neonatal intensive care unit Developmental care |
| url | https://doi.org/10.1186/s12912-022-00939-6 |
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