HOPE School of Nursing, Wuhan University, Wuhan, Hubei Province, China.
Int Nurs Rev. 2013 Jun;60(2):205-11. doi: 10.1111/inr.12017. Epub 2013 Apr 21.
To determine the effectiveness of an educational intervention for improving nurses' knowledge and practice regarding newborn care in Kathmandu, Nepal.
Four million neonatal deaths occur annually, especially in developing countries. In 2010 in Nepal, the neonatal mortality rate was 28/1000 births. Modern nursing and research education is still developing in Nepal, but the country's nurses are in a unique position to help combat avoidable morbidity and mortality. This study was designed to assist nurses working in maternity units to obtain and/or sustain knowledge and competence in practice to ensure the health and safety of vulnerable newborns, and thereby to help reduce mortality and morbidity.
Concepts from the Transtheoretical Model of behaviour change developed in the USA informed this study in the belief that an educational intervention would assist in behaviour changes in nurses caring for newborns.
Quasi-experimental, time-series pre-test/post-test.
Maternity and women's hospitals in Kathmandu, Nepal.
Convenience sample of 30 nurses working in emergency room, delivery room and birthing centre.
Nurses were measured on study outcomes at multiple time points: before a self-directed educational intervention and discussion, immediately, 1 and 3 months after intervention. Data were collected using three instruments: a demographics questionnaire, the Knowledge Survey Questionnaire and the Skills Learning Checklist (SLC). The SLC was completed during nursing practice in observations by the researcher.
Significant findings suggested that this educational intervention was effective for improving nurses' knowledge and practice regarding newborn care, and there was a positive correlation between knowledge and practice.
This was the first study of its kind in Nepal, a small step in enhancing nurses' abilities to improve their knowledge and competence regarding care of newborns. However, continued education and guidance are required to sustain knowledge and competence in practice, and our educational intervention needs further testing with other populations of nurses. There are various policy implications required to enable this to happen. This includes health ministry funding and support for in-service education; hospitals and universities working together to offer in-service education, competency testing and revised curricula; and nurse registering authorities requiring ongoing nurse education programmes and competency testing.
评估尼泊尔加德满都一项针对护士的新生儿护理教育干预的效果。
每年有 400 万新生儿死亡，尤其是在发展中国家。2010 年，尼泊尔的新生儿死亡率为每 1000 名活产婴儿 28 例。现代护理和研究教育在尼泊尔仍在发展中，但该国的护士处于独特的地位，可以帮助减少可避免的发病率和死亡率。本研究旨在帮助在产科病房工作的护士获取和/或维持实践知识和能力，以确保脆弱新生儿的健康和安全，从而帮助降低死亡率和发病率。
来自美国的行为变化跨理论模型的概念为本研究提供了信息，因为我们相信教育干预将有助于改变照顾新生儿的护士的行为。
准实验，时间序列预测试/后测试。
尼泊尔加德满都的妇产医院。
便利抽样的 30 名在急诊室、产房和分娩中心工作的护士。
护士在多个时间点上接受研究结果的测量：在自我指导的教育干预和讨论之前、立即、干预后 1 个月和 3 个月。使用三种工具收集数据：一份人口统计学问卷、知识调查问卷和技能学习检查表（SLC）。SLC 在研究人员的观察下在护理实践中完成。
有意义的发现表明，这种教育干预对于提高护士对新生儿护理的知识和实践是有效的，并且知识和实践之间存在正相关关系。
这是尼泊尔同类研究中的首例，是提高护士照顾新生儿的知识和能力的一小步。然而，需要持续的教育和指导来维持实践中的知识和能力，我们的教育干预需要在其他护士群体中进一步测试。需要采取各种政策措施来实现这一目标。这包括卫生部为在职教育提供资金和支持；医院和大学共同提供在职教育、能力测试和修订课程；以及护士注册管理机构要求实施持续的护士教育计划和能力测试。
