Abstract
Methods: This study was conducted on 60 mothers of 1- to 59-month children in Birjand. The educational interventions through storytelling and lecturing were performed in 4 sessions with 30 participants in either of the two groups. Knowledge, attitude, and self-efficacy of the mothers were evaluated by a researcher-made questionnaire both before and after the intervention. The data were analyzed by chi-square, independent t test and paired t test at α = 0.05 level.
Results: The age means of mothers in the lecture and storytelling groups were 28.36±4 and 29.63±6 years and those of children were 25.46 ± 17 and 20.26 ± 16 months respectively. The difference between the two groups was not significant in this regard. Following the lecturing intervention, the total mean scores of knowledge, attitude and self-efficacy increased respectively from 15 ± 1.6 to 20 ± 1.5 (P < 0.001), 93.8 ± 9 to 101 ± 7 (P = 0.001), and 59 ± 5.3 to 61.3 ± 5.4 (P = 0.02). Similarly, in the storytelling group, the mean scores before and after the intervention increased respectively from 12.8 ± 2.7 to 19.4 ± 1.6 (P < 0.001) for knowledge, from 92.4 ± 12 and 98 ± 9.3 (P = 0.03) for attitude, and from 54.4 ± 5.5 to 57.7 ± 6.3 (P = 0.001) for self-efficacy. Mean score changes of knowledge for mothers in the story-telling group (4.9 ± 1.6) was significantly greater than that of the lecture group (6.5±2) (P = 0.002). However, there were no significant differences between the two methods in terms of attitude and self-efficacy mean score changes.
Conclusion: In teaching the principles of domestic accidents prevention to children, both lecturing and storytelling approaches proved effective. Although there was no significant difference between the two groups in attitude and self-efficacy scores, storytelling could contribute to higher levels of knowledge than lecturing.
Keywords
Health education Storytelling Lectures Orem Domestic accidents
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