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:: Volume 14, Issue 3 (7-2021) ::
jccnursing 2021, 14(3): 12-20 Back to browse issues page
The Effect of Teach-Back Education on the Health Literacy Level of Mothers of Premature Neonates in the Neonatal Intensive Care Unit
Nasim Amini, Mandana Kashaki, Mahboobeh Rasoulo, Leili Borimnejad
Nursing Care Research Center, Iran University of Medical Sciences, Tehran, Iran
Abstract:   (143 Views)
Background and Aim: Health literacy as one of the effective social components in community health needs special attention. This is especially important for mothers who are responsible for caring for their premature babies. Nurses, as the front line of communication with these mothers, are obliged to recognize and select effective methods to promote health literacy in this group. The aim of this study was to determine the effect of teach-back education on the health literacy level of mothers of premature neonates in the Neonatal Intensive Care Unit (NICU).
Methods: In this quasi-experimental study, 128 mothers with premature neonates who had referred to the NICU of hospitals affiliated to the Iran University of Medical Sciences were. Mothers were nonrandomly divided into experimental and control groups. In the experimental group, the educational needs of the mother were determined through the Parent Health Literacy Activities questionnaire. Then, education to the mothers was done in a teach-back approach. In the control group, mothers received routine care. Maternal health literacy levels in both groups were assessed before and three months after discharge.
Results: There was no significant difference between the two groups in terms of demographic characteristics (P<0.05). There was no significant difference between the two groups in terms of health literacy score before the intervention (P=0.372). However, the health literacy score was higher in the experimental group compared to control group three months after the intervention (P<0.001). In addition, there was a significant difference in the health literacy score before and three months after the intervention in the experimental group (P<0.001). In the control group, there was no significant difference in terms of the health literacy score before and three months after the intervention (P=0.059).
Conclusion: This study showed that teach-back education improves the health literacy of mothers with premature neonates. Therefore, it is suggested that nurses use this educational method to improve the health literacy of mothers with premature neonates during discharge.
Keywords: Teach-back education, premature neonates, mothers, health literacy
Full-Text [PDF 1589 kb]   (79 Downloads)    
Type of Study: Research | Subject: Special
Received: 2021/02/19 | Accepted: 2021/07/11 | Published: 2021/07/11
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Ethics code: IR.IUMS.REC 1398.967
Clinical trials code: کارآزمایی نیست


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Amini N, Kashaki M, Rasoulo M, Borimnejad L. The Effect of Teach-Back Education on the Health Literacy Level of Mothers of Premature Neonates in the Neonatal Intensive Care Unit. jccnursing. 2021; 14 (3) :12-20
URL: http://jccnursing.com/article-1-547-en.html


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Volume 14, Issue 3 (7-2021) Back to browse issues page
نشریه پرستاری مراقبت‌ ویژه Journal of Critical Care Nursing
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