Effects of Newborn Care Health Education Program to the Maternal Role Competence of Filipino First Time Mothers

Abstract

Background: Most women look forward to their new role as mother, despite knowing that it will change their lives dramatically. Successful adjustment leads to satisfaction in the mothering role that can be expressed through self-confidence, self-esteem, competence and mastery of their new role that can be expresses through self-confidence, self-esteem, competence and mastery of their new role. The benefits of a Newborn Care Health Education Program for first time mothers on the maternal role competence have implication for a further development and advancement to minimize the risk of Neonatal morbidity and mortality. Low-cost, effective newborn health interventions can save millions of lives.

Objectives: To determine the effectiveness of a structured Newborn Care Health Education Program on the Maternal Role Competency of Filipino time mothers in terms of their efficacy and satisfaction.

Design: A pretest – posttest, control group quasi experimental design was used.

Setting: The study was conducted in the national tertiary maternity hospital in Metro Manila.

Participants: A sample of 243 Filipino first time mothers on their 32 to 36 weeks AOG was gathered from July 2012 to January 2013. Purposing sampling was done. Inclusion criteria were primiparous women who are caring for the newborn child for the first time. They may also be women who have given birth to stillborn children and had miscarriage in their first pregnancy.

Methods: The intervention was a complete and structure Newborn Health Education Program for Filipino First time Mothers. The study group (n=128) received the NCHEP while the comparison group (n=115) received the routine childbirth education. Outcomes were measured by the Parenting Sens of Competency Scale tool pre- and post-test.

Results: Filipino first-time mothers who receive the NCHEP have low efficacy compared to the high efficacy of the comparison group in the pretest but both study and comparison group have high satisfaction in the pretest. However, both groups have low satisfaction in the post test. There is a significant difference between the pretest and posttest of the study group according to their efficacy while there is a significant difference between the pretest and the posttest of the study group according to their satisfaction. There is a significant difference between the pretest and posttest of the study group according to their efficacy the while there is a significant difference between the pretest and the posttest according to their satisfaction. There is a significant difference between the pretest and posttest of the study group according to their efficacy and there is a significant difference between the pretest and the posttest of the comparison group according to their satisfaction. There is no significant difference between the posttest of both groups according to their efficacy. There is no significant difference between the posttest of both groups according to their satisfaction.