Faculty of Health, Dalhousie University, 6299 South St., Halifax, B3H 4R2 Nova Scotia, Canada; World Health Organization/Pan American Health Organization (WHO/PAHO) Collaborating Centre on Health Workforce Planning and Research, Dalhousie University, Halifax, Nova Scotia, Canada.
School of Nursing, St. Joseph College of Health and Allied Sciences, Dar es Salaam, Tanzania; School of Nursing, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania.
Midwifery. 2019 Oct;77:137-143. doi: 10.1016/j.midw.2019.07.009. Epub 2019 Jul 15.
Previous studies in Tanzania have shown that mothers do not often receive the recommended number of postnatal contacts, which limits their ability to not only have health checks but also to be provided with sufficient and quality postnatal education. Educating mothers while in the hospital is important yet there remains a paucity on the experiences of mothers in a hospital setting related to newborn care education. Therefore, the objective of this study was to explore the experience of newborn care discharge education at a national hospital in Dar es Salaam, Tanzania from the perspective of mothers and nurse midwives.
Using convenience sampling, participants were recruited from Muhimbili National Hospital. Eight mothers who recently gave birth and eight nurse midwives working on the postnatal and labour ward participated. In-depth semi-structured interviews were conducted in Swahili and transcribed and translated into English. Interviews were analyzed using thematic coding.
Most mothers were multiparous (75%) and averaged 29.6 years of age (SD = 5.1). Nurse midwives had an average of 10 years of experience (SD = 7.5). The primary themes identified included barriers, facilitators, and opportunities related to newborn care discharge education. Barriers included lack of standard postnatal education guidelines; community norms against hospital teaching; gaps in hospital care; and expectations of mothers' previous knowledge. Facilitators identified were that education was already being provided on some relevant newborn care topics; nurse midwives desired to teach; and mothers desired to learn and build on their previous knowledge and confidence. Opportunities to improve included developing standardized guidelines related to postnatal discharge education; training nurses how to engage mothers and families; and engaging mothers through varied learning methods.
While mothers received some education prior to discharge and nurses expressed a desire to teach, challenges remained in receiving sufficient education on all recommended postnatal education topics. Opportunity to improve postnatal education can be addressed through the development of standardized education and engaging mothers through preferred learning methods.
坦桑尼亚之前的研究表明，母亲通常无法获得建议的产后访视次数，这限制了她们不仅进行健康检查，而且无法获得充分和高质量产后教育的能力。在医院教育母亲很重要，但在医院环境中与新生儿护理教育相关的母亲体验仍然很少。因此，本研究的目的是从母亲和护士助产士的角度探讨达累斯萨拉姆国家医院新生儿护理出院教育的经验。
使用便利抽样，从姆希比利国家医院招募参与者。最近分娩的 8 位母亲和在产后和分娩病房工作的 8 位护士助产士参加了研究。以斯瓦希里语进行深入的半结构化访谈，并转录为英文。使用主题编码对访谈进行分析。
大多数母亲是多产妇（75%），平均年龄为 29.6 岁（标准差=5.1）。护士助产士平均有 10 年的经验（标准差=7.5）。确定的主要主题包括与新生儿护理出院教育相关的障碍、促进因素和机会。障碍包括缺乏标准的产后教育指南；社区规范反对医院教学；医院护理中的差距；以及对母亲先前知识的期望。确定的促进因素包括已经在一些相关的新生儿护理主题上提供了教育；护士助产士希望教学；以及母亲希望学习并建立在他们先前的知识和信心上。可以改善的机会包括制定与产后出院教育相关的标准化指南；培训护士如何与母亲和家庭接触；以及通过各种学习方法与母亲接触。
虽然母亲在出院前接受了一些教育，护士也表示有教学意愿，但在接受所有推荐的产后教育主题方面仍存在挑战。通过制定标准化教育和通过母亲喜欢的学习方法来接触母亲，可以改善产后教育的机会。
