Kevenjan Marjan, Vizeshfar Fatemeh, Zarshenas Ladan
Student Research Committee, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
Community Based Psychiatric Care Research Center, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
Int J Community Based Nurs Midwifery. 2025 Jan 1;13(1):67-76. doi: 10.30476/ijcbnm.2024.100709.2379. eCollection 2025 Jan.
Support for breastfeeding by female nursing students has a beneficial impact during the exclusive breastfeeding. This study was conducted to compare the effect of distance and face-to-face breastfeeding education on female nursing students' knowledge.
This is a quasi-experimental study conducted on 138 female nursing students in their third to eighth semesters at nursing and midwifery school in Shiraz. One hundred and thirty eight students were selected using convenient sampling and divided equally into two experimental groups (face-to-face education with 46 participants and distance education with 46 participants) and one control group (46 participants). Sampling started at the beginning of May 2023 and ended at the end of October 2023. The experimental groups (Groups A and B received face-to-face training and distance education, respectively) received the educational program in three 45-minute sessions over three weeks. Data were collected using a demographic questionnaire and a knowledge questionnaire regarding breastfeeding nutrition at three stages: before, immediately after, and one month after the intervention. The data were entered into SPSS 22 software and analyzed using descriptive and inferential statistics.
There was a statistically significant difference in the two interventional groups compared to the control group regarding the mean score of breastfeeding knowledge immediately (P=0.049) and one month (P<0.001) after the intervention.
Distance breastfeeding education led to more increase in nursing students' knowledge one month after the intervention, compared to the face-to-face training. It could provide a suitable method for improving the knowledge of health professionals regarding breastfeeding.
女护理专业学生对母乳喂养的支持在纯母乳喂养期间具有有益影响。本研究旨在比较远程和面对面母乳喂养教育对女护理专业学生知识的影响。
这是一项准实验研究，对设拉子护理与助产学校三至八学期的138名女护理专业学生进行。采用便利抽样法选取138名学生，将其平均分为两个实验组（面对面教育组46名参与者，远程教育组46名参与者）和一个对照组（46名参与者）。抽样于2023年5月初开始，2023年10月底结束。实验组（A组和B组分别接受面对面培训和远程教育）在三周内分三次进行每次45分钟的教育课程。在干预前、干预后即刻和干预后一个月这三个阶段，使用人口统计学问卷和关于母乳喂养营养的知识问卷收集数据。数据录入SPSS 22软件，采用描述性和推断性统计进行分析。
与对照组相比，两个干预组在干预后即刻（P = 0.049）和一个月（P < 0.001）时母乳喂养知识的平均得分存在统计学显著差异。
与面对面培训相比，远程母乳喂养教育在干预后一个月使护理专业学生的知识增加更多。它可为提高卫生专业人员关于母乳喂养的知识提供一种合适的方法。
