Background Fever is a sign of illness in children and parents should receive educational interventions based on their needs to provide effective care for children. Simulation-based education provided by nurses for managing children’s fever can help improve the quality of parental care. Accordingly, this study aimed to explore the effectiveness of simulation-based education in the management of children’s fever by parents. Methods This quasi-experimental study was conducted using a pretest-posttest design with two groups on 90 parents of children with fever who visited Afzalipour Teaching Hospital in Kerman, Iran. The participants were randomly divided into two groups. The members of the intervention group received simulation-based fever management education and the parents in the control group received routine interventions. A demographic information form and the Parental Fever Management Knowledge and Practice Scale were completed by the participants in both groups before and after the intervention. The collected data were analyzed with SPSS 21 at a significant level of 0.05 (P = 0.05). Results The results of the study showed that there was a statistically significant difference between the mean scores of fever management knowledge in the intervention group before and after the intervention (30.51 ± 1.50 vs. 54.79 ± 2.55) (p < 0.05), while the control group showed no statistically significant difference before and after the intervention (29.81 ± 4.1 vs. 29.95 ± 2.80) (p > 0.05). Furthermore, there was a significant difference between the mean scores of fever management practice in the intervention group before and after the intervention (24.32 ± 0.89 vs. 37.51 ± 1.09) (p < 0.05). In contrast, the control group showed no statistically significant difference before and after the intervention (23.03 ± 0.90 vs. 21.98 ± 0.02) in terms of fever management practice (p > 0.05). The results of the independent samples t-test also showed that the mean scores of fever management knowledge and practice were not significantly different between the two groups before the intervention (p > 0.05) while there were significant intergroup differences after the intervention (p < 0.05). Conclusion The results of the study showed that simulation-based education was effective in improving the parents’ child fever management knowledge and practice. Accordingly, professional care teams can prepare simulation-based education packages to improve parental care at home for children’s fever management.
Background Nurses working in pediatric wards should communicate with children well and have appropriate caring behaviors according to the age of their patients, so distance education is very suitable for them due to its availability. This study aimed to determine the effect of online education on the principles of pediatric nursing care on the caring behaviors of nurses working in pediatric wards. Methods This interventional (quasi-experimental) study used a simple random method to select 70 nurses working in pediatric wards and pediatric intensive care units in Kerman. The nurses in the intervention group received online training in the sky room three days a week, while nurses in the control group received routine pediatric care. The study instruments were the demographic information questionnaire and the Caring behaviors Questionnaire, which were completed by two groups before and one month after the intervention. Data were analyzed with SPSS 25. The significance level was set at P < 0.05. Results The independent samples t-test indicated no significant differences in the mean scores of care behaviors between the intervention (256.61 ± 5.16) and control groups (257.52 ± 3.99) before the intervention (P = 0.23) but indicated a significant difference in the mean scores of caring behaviors between the intervention (275.69 ± 6.52) and control groups (254.21 ± 3.15) after the intervention. Therefore, online education increased the score of caring behaviors in the intervention group. Conclusion Distance education had an impact on the caring behaviors of nurses in pediatric wards and we recommend the use of e-learning to improve the caring behaviors and the quality of care of nurses.
Background: Infants’ admission to neonatal intensive care units (NICUs) leads to the psychological vulnerability of their mothers. Providing education and implementing supportive interventions can improve the quality of parental care of premature infants and empower parents. The presence and participation of parents in the care of preterm infants may improve parents’ resilience. Objectives: This study aimed to examine the effect of a virtual educational and supportive intervention on the mothers’ resilience with preterm infants admitted to NICUs in 2020. Methods: This quasi-experimental study was conducted on 100 mothers with preterm infants admitted to Afzalipour Hospital in Kerman in 2020. The participants were selected by purposive and convenience sampling and were divided into intervention and control groups using a random number table. The educational and supportive training intervention program was implemented for 2 weeks in the intervention group. However, the control group only received routine care. The data were collected using a demographic information questionnaire and the Connor-Davidson Resilience Scale (CD-RISC). The collected data were analyzed using SPSS version 22 at a significance level of 0.05. Results: Resilience and all its dimensions showed significant improvements in the intervention group compared to their resilience before the intervention. The mean resilience scores in the intervention group were 57.62 ± 13.95 and 76.96 ± 08.07 before and after the intervention (P < 0.05). The mean resilience scores in the control group were 60.40 ± 14.41 and 62.70 ± 11.09 before and after the intervention (P > 0.05). Overall, the mean scores of resilience and its dimensions increased significantly in the intervention group than in the control group (P < 0.05). Conclusions: Implementing a virtual educational and supportive intervention improved the resilience of mothers with preterm infants. Overall, this program can be used by nursing managers and nurses to provide supportive care for parents of premature infants to improve the quality of care in these wards. Further research can be done to examine the attitudes and experiences of health care workers in this field.
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