You are here

FAU Collections » FAU Research Repository » FAU Theses and Dissertations

Impact of an educational intervention on nurses’ knowledge and caring behavior for late preterm infants

Download pdf | Full Screen View

Date Issued:
2014
Summary:
The purpose of this study was to examine the effect of an educational intervention using Swanson’s (1991) caring theory on (a) nurses’ knowledge and caring behavior to late preterm infants (LPIs) and their families, and (b) the incidence of LPIs’ hospital visits and readmission rates for hyperbilirubinemia and dehydration in the first 30 days of life. The study began with the initial testing of the two instruments used and there were no inconsistencies identified in the content being measured. A convenient sample of nursery and postpartum nurses was recruited from two hospitals within a healthcare system. The nurses completed the consents and the surveys online via Survey Monkey®. Instruments used in the survey included a demographic, knowledge, and caring questionnaires. The participants’ inclusion criteria were nurses who have: a) completed at least one year experience working with well newborns, b) attended the educational intervention, and c) completed tests at the three intervals. SPSS for Windows (version 21) was used to analyze data using statistical techniques and ANOVA repeated measures. Study findings support improved knowledge for all participants; however, there was decreased retention of knowledge noted one month later. There was a 37% increase in knowledge from the baseline mean scores to the posttest mean scores (52% to 89%), although there was a 20% knowledge decrease from the posttest to one month later (89%- 69%). There remained a true knowledge gain since knowledge increased between the baseline measurements to the 1-month follow-up assessment (52% to 69%). Infant outcomes related to hyperbilirubinemia and dehydration also demonstrated patterns of improvement in the direction of statistical significance. The study added to the body of nursing science regarding educational intervention as a tool in increasing nurses’ knowledge.
Title: Impact of an educational intervention on nurses’ knowledge and caring behavior for late preterm infants.
9899 views
9812 downloads
Name(s): Onyejuruwa, Francesca I., author
Dormire, Sharon, Thesis advisor
Florida Atlantic University, Degree grantor
Christine E. Lynn College of Nursing
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2014
Date Issued: 2014
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 163 p.
Language(s): English
Summary: The purpose of this study was to examine the effect of an educational intervention using Swanson’s (1991) caring theory on (a) nurses’ knowledge and caring behavior to late preterm infants (LPIs) and their families, and (b) the incidence of LPIs’ hospital visits and readmission rates for hyperbilirubinemia and dehydration in the first 30 days of life. The study began with the initial testing of the two instruments used and there were no inconsistencies identified in the content being measured. A convenient sample of nursery and postpartum nurses was recruited from two hospitals within a healthcare system. The nurses completed the consents and the surveys online via Survey Monkey®. Instruments used in the survey included a demographic, knowledge, and caring questionnaires. The participants’ inclusion criteria were nurses who have: a) completed at least one year experience working with well newborns, b) attended the educational intervention, and c) completed tests at the three intervals. SPSS for Windows (version 21) was used to analyze data using statistical techniques and ANOVA repeated measures. Study findings support improved knowledge for all participants; however, there was decreased retention of knowledge noted one month later. There was a 37% increase in knowledge from the baseline mean scores to the posttest mean scores (52% to 89%), although there was a 20% knowledge decrease from the posttest to one month later (89%- 69%). There remained a true knowledge gain since knowledge increased between the baseline measurements to the 1-month follow-up assessment (52% to 69%). Infant outcomes related to hyperbilirubinemia and dehydration also demonstrated patterns of improvement in the direction of statistical significance. The study added to the body of nursing science regarding educational intervention as a tool in increasing nurses’ knowledge.
Identifier: FA00004145 (IID)
Degree granted: Dissertation (Ph.D.)--Florida Atlantic University, 2014.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Subject(s): Maternity nursing -- Psychological aspects
Neonatal nursing -- Psychological aspects
Nursing -- Study and teaching
Perinatal nursing -- Psychological aspects
Held by: Florida Atlantic University Libraries
Sublocation: Digital Library
Links: http://purl.flvc.org/fau/fd/FA00004145
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00004145
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.