Beger D, Cook C A
Missouri Baptist Medical Center, St. Louis, USA.
J Obstet Gynecol Neonatal Nurs. 1998 Mar-Apr;27(2):161-8. doi: 10.1111/j.1552-6909.1998.tb02606.x.
To compare mothers' and nurses' perceptions of postpartum learning needs and effective teaching modalities.
Cross-sectional research design. Mothers were given a questionnaire during their postpartum stay to rate how important it was for them to learn about 44 maternal-infant topics before discharge. Nurses rated similar items on the basis of their perception of what is most important for mothers to learn during their postpartum stay.
Postpartum units in six hospitals that are part of a large midwestern health care system.
English-speaking women who delivered either vaginally or by cesarean section without complications and the nurses on their postpartum units.
Identification of preferred topics and methods for postpartum teaching.
Mothers and nurses agreed that topics related to immediate physical health needs were most important. Unmarried mothers considered topics related to personal care and mobility as particularly important. First-time mothers rated more topics as important than did experienced mothers. Individual teaching was rated most effective by both groups. Classroom teaching and the use of audiovisual media were considered less effective.
This study supports postpartum education that focuses on the physical needs of mothers and infants, as well as individual teaching models. The special learning needs of new mothers, including those who are not married, must be considered.
比较母亲和护士对产后学习需求及有效教学方式的看法。
横断面研究设计。母亲们在产后住院期间接受问卷调查，以评估她们在出院前了解44个母婴相关主题的重要程度。护士根据她们对母亲在产后住院期间最需要学习内容的认知对类似项目进行评分。
中西部一个大型医疗保健系统中的六家医院的产后病房。
经阴道分娩或剖宫产且无并发症的讲英语的女性及其产后病房的护士。
确定产后教学的首选主题和方法。
母亲和护士一致认为与直接身体健康需求相关的主题最为重要。未婚母亲认为与个人护理和活动能力相关的主题尤为重要。初产妇认为重要的主题比经产妇更多。两组均认为个别教学最有效。课堂教学和视听媒体的使用被认为效果较差。
本研究支持关注母婴身体需求的产后教育以及个别教学模式。必须考虑新妈妈的特殊学习需求，包括未婚妈妈。
