The Effect of Face-to-face Teaching and Booklet of Assessment of Preterm Infants’ Behavior on Stress and Attachment of Mothers with Preterm Infants: A Quasi-Experimental Study

Abstract

Absract

Introduction: Mothers of premature babies admitted to the intensive care unit may not have the opportunity to call and hug their babies immediately after birth. This issue can cause a breakup or delay in mother-baby attachment and cause stress in parents. In order to reduce these problems, it is necessary to provide educational programs for mothers. The present study was conducted with the aim of comparing the effect of two methods of face-to-face training and the baby behavior assessment booklet on the stress and attachment of mothers with premature babies in Tabriz city. Methods: In this quasi-experimental intervention study, mothers who met the inclusion criteria were placed in two intervention groups (30 mothers) and a control group (30 mothers). In addition to the ward's routine program, the evaluation of the baby's behavior was taught in one group face-to-face and in the other group with a booklet. The control group only received the usual training programs in the department. The level of mothers' stress before and after the educational program was assessed using Barry and John's PSS (Parental Stress Scale) and the level of attachment of mothers using MAI (Maternal Attachment Inventory). The data was analyzed with SPSS software version 20 and with descriptive and analytical statistics. Findings: The stress level of mothers in all three groups before and after the test had a statistically significant difference from each other (p<0.001) and the stress level of mothers decreased. In the comparison between groups, there was a statistically significant difference in the stress scores of the mothers after the training (p=0.01) and the stress level of the mothers in the manual training group was lower than the face-to-face training group. Mothers in the control group reported higher levels of stress than the two intervention groups. The mean attachment score of mothers in the two groups of manual training (p < 0.004) and face-to-face training (p < 0.008) before and after the test had a statistically significant difference and the level of attachment of mothers increased. But in the control group, there was no difference between the scores before and after the test Conclusion: The results of the study showed the positive effect of the educational intervention of infant behavior assessment in reducing mothers' stress. This reduction was more in the manual training group than in the face-to-face training group. Also, educational intervention had a positive effect on increasing mothers' attachment, but there was no difference in face-to-face and booklet educational methods. Mothers do not have sufficient ability regarding the cause of the baby's behavior and its interpretation, and the baby's appearance and behavior are important sources of parental stress in the special care department. Therefore, teaching about the behavioral and physiological characteristics of premature babies can reduce their stress.