Background: Amongst the Health Care Professionals, midwife has a strategic role in taking care of both mother and child in contributing to their survival, health, and wellbeing. The retaining midwife’s knowledge and quality of care through training on specific skills is strongly needed. This study aimed to evaluate the knowledge retention among midwives after the provision of digestive health, nutrition, and parenting education sessions at immediate and three months after the education.Methods: A serial pre-post intervention experimental study was conducted from January to July 2016 to evaluate the knowledge before (pre-test), immediate after (post-test), and three months after the provision of three sessions of digestion health, nutrition, and parenting (character building) topics by the experts which covered from several areas in Indonesia. The improvement of the sufficient knowledge proportion time by time was analyzed by using McNemar test.Results: The low immediate response rate (77.2%) and very low response after the 3-month follow-up (26.4%) were revealed during the study. At baseline, less than 50% of the subjects had sufficient knowledge on digestive health, nutrition, and parenting. At immediate after and after three months, there were significant improvements in the proportion of sufficient knowledge in nutrition and parenting topics. However, there was a declining of sufficient knowledge at after 3 months group compared to immediate group.Conclusion: The knowledge retention from the continuing health education among widwives in Indonesia decreased after 3 months.
Introduction: This study aims to use the Indonesian translation of modified couple satisfaction index (CSI) tool to evaluate parental happiness scores at before and after participating playing together activities that was designed for bonding development between parents and children.Methods: By using a serial pre-post intervention experimental design, to assess a minimal of 263 couples of mothers and fathers having underfive year old child at before after the intervention, and two weeks after. The intervention was playing activities in an interactive playground spent by parents and child for 1.5–2 hours that were located in Medan, Jakarta, Surabaya and Makassar. The validated CSI semi-structured questionnaire (by using Cronbach’s alpha of 60% or more) was used to collect data to explore factors contributing to parents’ happiness. A multiple measure analysis was used to analyse the parents’ happiness improvements.Results: The CSI tool was valid with the Cronbach’s alpha of 0.87 and 0.84 for father and mother, respectively. This study could recruit a total of 370 couples, however only 282 couples completed all data collection. There are 11 items asked for parents’ happiness, 3 items regarding to factors contributing to parents’ happiness, and 6 items to assess parents’ satisfaction. There are improvements in all items by proportions, and the total score of parents’feeling about their relationship are significantly increased by time (P<0.001).Conclusion: The quality of playing together between parents and child can increase family happiness at both short and longer-periods.
This research investigated the reduction of aggressive responses in an adolescent with borderline intelligence through the implementation of anger management intervention using a cognitive behavioral approach. The participant in this research was a thirteen-year-old girl who has difficulty in managing her anger which manifested in aggressive behavior. This research refers to anger management using a cognitive behavioral approach for people with intellectual disabilities, as developed by Taylor and Novaco (2005). Measurements were taken before and after the intervention through self-report measures, such as the Anger Expression Scale for Children (AESC) from Steele, Legerski, Nelson, and Phipps (2009); the anger thermometer from Taylor and Novaco (2005); and the Child Behavior Checklist (CBCL) from Achenbach (1991). The results of this study indicated that anger management using a cognitive behavioral approach can reduce aggressive responses in an adolescent with borderline intelligence. These results were seen from changes in the participant's expression of anger before and after the intervention. Before the intervention, the participant expressed her anger through yelling, uttering harsh words, hitting, kicking, throwing, or destroying things. After the intervention, the participant was more able to control her anger and displayed fewer aggressive responses. Yelling and uttering harsh words rarely appeared.
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