Improving Maternal Knowledge For Neonatal Infection Prevention Through Structured Teaching: Evidence From A Tertiary Care Hospital In India

Abstract

Neonatal infections continue to be a leading cause of morbidity and mortality, especially in developing countries. Postnatal mothers play a crucial role in preventing these infections through proper hygiene, cord care, breastfeeding, timely immunization, and early recognition of infection signs. Structured Teaching Programs (STP) are an effective educational strategy to enhance maternal knowledge, thereby promoting better neonatal health outcomes. A quantitative, one-group pre-test post-test quasi-experimental design was adopted to evaluate the effectiveness of an STP. The study included 120 postnatal mothers admitted to Parul Sevashram Hospital, Vadodara, selected through convenience sampling. Data were collected using a structured questionnaire, validated by five experts with a Cronbach’s alpha of 0.87, comprising socio-demographic information and knowledge assessment regarding neonatal infection prevention. The STP was delivered via interactive lectures, practical demonstrations, and audiovisual aids. Knowledge levels were assessed before (pre-test) and seven days after (post-test) the intervention. Pre-test assessment showed that 37.5% of mothers had poor knowledge, 51.7% had average knowledge, and 10.8% had good knowledge. Post-intervention, no mother had poor knowledge, 32.5% achieved good knowledge, and 24.2% attained excellent knowledge, demonstrating significant improvement (p < 0.05). Significant associations were found between pre-test knowledge and educational status (χ² = 16.593, p = 0.035), occupation (χ² = 12.917, p = 0.044), type of family (χ² = 11.213, p = 0.004), and socioeconomic status (χ² = 10.22, p = 0.037). Other variables, including age, parity, mode of delivery, antenatal visits, prior exposure to neonatal care, and source of health information, were not significantly associated.