Comparing the effectiveness of two interventional methods; lecture‑based versus self‑learning; on mothers’ ability to assess the development of 12‑month‑old children seeking comprehensive health services centers
نویسندگان
1 Department of Epidemiology, School of Public Health and Safety, Shahid Beheshti University of Medical Sciences
2 Ministry of Health and Medical Education, Tehran, Iran
3
4
5
doi
چکیده
INTRODUCTION: Developmental delay of children is a global health concern. One of the importantmeasures in the care of children and the assessment of children's health is the knowledge and abilityof mothers about the condition of their children's development. The purpose of this study was tocompare the outcome of lecture‑based method versus self‑learning package on the ability of mothersto assess the development of their 12‑month‑old children seeking comprehensive health servicescenters in Arak city, central province of Iran.MATERIALS AND METHODS: The present study is a semi‑experimental study. The sample included189 mothers of 12‑month‑old children. The data gathering tools were age and stages questionnairewith confirmed validity and reliability. The participants in the study were divided into three group asfollows: lecture, self‑learning, and control group which were evaluated by pretest and posttest. Dataanalysis was performed with SPSS version 21.RESULTS: The results of this study indicate that both of interventional methods; lectures andself‑learning; had a statistically significant effect on the ability of mothers to evaluate the developmentof their children (P = 0.001). In the self‑learning group, the score of the participants increased from53.35 ± 44.269 to 70.15 ± 47.290 and in the lecture group, the score of participants increased from55.28 ± 41.268 to 16.14 ± 38.292 according to the posttests.CONCLUSION: Due to the importance of self‑care and active role in the learning process, we suggestthe use of self‑learning package in practice.
