Effectiveness of an Intervention Program on Nurses` Practice toward Care of Transition to Oral Feeding for Preterm Neonate
Abstract
This study aimed to determine the effectiveness of the intervention program in nurses' practices toward care for transition to oral feeding for premature neonates. A quasi-experimental study conducted at Al-Batoul Teaching Hospital in Diyala Governorate for the period from October 1, 2023 to February 26, 2024. The study sample consisted of 60 nurses who were divided into two groups: the experimental and the control group. Data were collected through pretests, study group intervention sessions, and posttests at 2 weeks and 1 month. The control group underwent similar procedures without the intervention program. Data were analyzed by applying descriptive and inferential statistics. The results indicate that both the experimental and control groups showed similar practices with no statistically significant differences. However, in the first post-test period, the experimental group showed a significant improvement (2.53 ± 0.373) compared to the control group (1.43 ± 0.216), indicating the effectiveness of the educational program (t = 13.899; p = 0.000). This improvement continued over an extended period after the second test, with significant differences between the experimental (2.44 ± 0.453) and control (1.47 ± 0.280) groups, highlighting the sustained effectiveness of the educational program (t = 9.944; p = 0.000). The introduction of a specialized training program for nurses has significantly enhanced their skills, highlighting the effectiveness of such interventions. Evidence suggests that nurses in the intervention group benefited significantly from specialist training in the care of premature neonates during the transition to oral feeding. It is recommended to propose the implementation of specialized training programs for nurses focusing on the care of premature neonates during the transition to oral feeding. These programs should be tailored to meet the unique challenges of this stage.
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