Gholami Zahra, Mohammadirizi Soheila, Bahadoran Parvin
Student Research Center, School of Nursing and Midwifery, Isfahan University of Medical Science, Ma Midwifery Hajar Hospital Shahrekord University of Medical Sciences, Shahrekord, Iran.
Department of Midwifery, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
Iran J Nurs Midwifery Res. 2017 Nov-Dec;22(6):465-470. doi: 10.4103/ijnmr.IJNMR_223_15.
Maternal fatigue in the postpartum period include factors that affect the quality of life and health of both the mother and newborn. This study aimed to investigate two educational approaches regarding mother's fatigue in the postpartum period.
This experimental study was performed among 110 pregnant mothers during their postpartum care using random sampling. The participants were divided in three groups, namely, face-to-face, e-learning, and control groups. Interventions included individual meetings between the researcher and mothers in the face-to-face group and giving educational compact disc to the e-learning department to improve maternal fatigue. Personal information and fertility data was obtained (before training); the maternal fatigue questionnaire Fatigue Severity Scale (FSS) was completed before and after any type of (face-to-face, e-learning, and control) education. Obtained data were analyzed using one-way analysis of variance (ANOVA) and repeated-measures ANOVA.
Results showed that both face-to-face and e-learning methods had similar maternal fatigue scores. The average change on the maternal fatigue score in the second treatment was ( = 0.02) and the third treatment was ( < 0.001)among three groups that was indicative of significant statistical differences. Similarly, there was no statistically significant difference in the average maternal fatigue score between the two groups before the intervention and in the second and third groups after the intervention. Therefore, over time, the training was unaffected.
The findings of this study indicate that both face-to-face and e-learning methods are effective to reduce maternal postpartum fatigue.
产后母亲疲劳包括影响母亲和新生儿生活质量及健康的因素。本研究旨在调查两种关于产后母亲疲劳的教育方法。
本实验研究采用随机抽样法，对110名产后护理期间的孕妇进行了研究。参与者被分为三组，即面对面组、电子学习组和对照组。干预措施包括在面对面组中研究人员与母亲进行单独会面，以及向电子学习组发放教育光盘以改善母亲疲劳状况。收集个人信息和生育数据（培训前）；在任何类型（面对面、电子学习和对照）教育之前和之后，完成母亲疲劳问卷疲劳严重程度量表（FSS）。使用单向方差分析（ANOVA）和重复测量方差分析对获得的数据进行分析。
结果显示，面对面和电子学习方法的母亲疲劳得分相似。三组中第二次治疗时母亲疲劳得分的平均变化为（=0.02），第三次治疗时为（<0.001），这表明存在显著的统计学差异。同样，干预前两组之间以及干预后第二组和第三组之间母亲疲劳平均得分在统计学上无显著差异。因此，随着时间的推移，培训没有受到影响。
本研究结果表明，面对面和电子学习方法在减轻母亲产后疲劳方面均有效。
