Abstract
Context: In Turkey, pain and its management in newborns is within the curriculum of midwifery and nursing education. It is important for midwifery and nursing students to have sufficient knowledge and skills for practice about pain and its management in newborns.
Aims: The present study aimed to find the effect of video‑assisted training given to midwifery and nursing students about pain and its management in newborns on the knowledge level of students.
Setting and Design: This study employed a quasi‑experimental pretest–posttest design in Ondokuz Mayıs University Health Sciences Faculty between 26 and 27 February 2018.
Materials and Methods: Midwifery and Nursing students (n = 182) enrolled by census sampling. In addition to students’ sociodemographic data and information about the state of observing and applying a painful procedure on newborns, the data were collected through a questionnaire form prepared by the researcher which included pain characteristics, symptoms of the newborn, scales, and management. The questionnaire form filled in before the training was repeated following the video‑assisted training given.
Statistical Analysis Used: Data were analyzed using descriptive statistics, Chi‑square test, and McNemar’s test.
Results: It was found that 74.7% of the students who participated in the study observed a painful intervention to newborn and 23.1% performed a painful intervention on newborn. It was found that students’ posttraining states of knowing about newborns’ pain characteristics, behavioral and physiological symptoms, scales used in the assessment of pain in newborns, and characteristics about nonpharmacological and pharmacological treatments used in pain treatment increased when compared with pretraining (P < 0.05).
Conclusion: It was found that students’ states of knowing about newborns’ pain increased after the training given when compared with before training. It is recommended that the content of the subject of pain and its management in newborn period within the curriculum of midwifery and nursing schools should be reviewed and improved by new educational methods.
Aims: The present study aimed to find the effect of video‑assisted training given to midwifery and nursing students about pain and its management in newborns on the knowledge level of students.
Setting and Design: This study employed a quasi‑experimental pretest–posttest design in Ondokuz Mayıs University Health Sciences Faculty between 26 and 27 February 2018.
Materials and Methods: Midwifery and Nursing students (n = 182) enrolled by census sampling. In addition to students’ sociodemographic data and information about the state of observing and applying a painful procedure on newborns, the data were collected through a questionnaire form prepared by the researcher which included pain characteristics, symptoms of the newborn, scales, and management. The questionnaire form filled in before the training was repeated following the video‑assisted training given.
Statistical Analysis Used: Data were analyzed using descriptive statistics, Chi‑square test, and McNemar’s test.
Results: It was found that 74.7% of the students who participated in the study observed a painful intervention to newborn and 23.1% performed a painful intervention on newborn. It was found that students’ posttraining states of knowing about newborns’ pain characteristics, behavioral and physiological symptoms, scales used in the assessment of pain in newborns, and characteristics about nonpharmacological and pharmacological treatments used in pain treatment increased when compared with pretraining (P < 0.05).
Conclusion: It was found that students’ states of knowing about newborns’ pain increased after the training given when compared with before training. It is recommended that the content of the subject of pain and its management in newborn period within the curriculum of midwifery and nursing schools should be reviewed and improved by new educational methods.
Keywords
Midwifery and nursing students Newborn's pain Pain education Video training
Fulltext
Full-text is available in PDF format.
Copyright
© 2020, Author(s). This open-access article is available under the Creative Commons Attribution 4.0 (CC BY 4.0) International License (https://creativecommons.org/licenses/by/4.0/), which allows for unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.