Effect of Video-assisted Teaching on Knowledge and Practice of Preterm Care Bundle amongst Mothers of Preterm Babies

Background: Preterm is defined as all births before the completion of 37 weeks of gestation. The complications of preterm birth are the largest direct cause of neonatal deaths, responsible for 35% of the world’s 3.1 million deaths per year. Aims: The aims of the study were to assess the effect of video-assisted teaching on knowledge and practice of preterm care bundle amongst mothers of preterm babies. Methods: Pre-experimental one-group pre-test–post-test design with purposive sampling was used to collect data from 30 samples admitted in level I neonatal intensive care unit of a tertiary care hospital in Kerala. The pre-test was done using a structured knowledge questionnaire and observational practice checklist, followed by video-assisted teaching on the preterm care bundle and reinforced with a demonstration of skills. Post-test was done on the 5 th day. Results: In the pre-test, 21 (70%) of the samples had inadequate knowledge and 17 (56.67%) had inadequate practice, while in post-test, 29 (96.67%) had adequate knowledge and 30 (100%) had adequate practice on preterm care bundle. The calculated paired t -test value on pre- and post-test knowledge score was 29.24 and calculated paired t -test value on pre- and post-test practice score was 56.63, which was higher than the table value (t29 = 2.04, P < 0.05). There was a significant positive correlation ( r = 0.771, P < 0.001) between knowledge and practice of preterm care bundle. There was a significant association ( P < 0.05) between pre-test level of knowledge on preterm care bundle with selected socio-demographic and clinical data variables such as area of residence and a highly significant association ( P < 0.001) between pre-test level of knowledge on preterm care bundle with parity. There was a significant association ( P < 0.05) between pre-test level of practice on preterm care bundle with selected socio-demographic and clinical data variables such as education, area of residence and a highly significant association ( P < 0.001) between pre-test level of practice on preterm care bundle with parity. During the study, an investigator found that video-assisted teaching was effective in improving knowledge and practice of preterm care bundle amongst mothers of preterm babies. Conclusion: Therefore, video-assisted teaching is an effective method for improving the knowledge and practice amongst mothers of preterm babies as a supportive measure in the NICUs.