Effectiveness of an educational intervention to increase knowledge of respectful childbirth in undergraduate nursing students

Abstract

Objective: To analyze the effectiveness of an educational intervention to increase knowledge of Respectful Childbirth among undergraduate nursing students.

Materials and Methods: A quasi-experimental study was conducted with second- to sixth-semester undergraduate nursing students. Sociodemographic data were collected, and three theoretical-practical sessions were held. Statistical analysis was performed using STATA; descriptive statistics included means and percentages, and inferential statistics included the chi-square.

Results: 50% of the students are dedicated to studying and 50% of them to studying and work. The pretest showed a score of 5.26 with SD 20.4, the posttest 9.46, SD 9.1. Regarding respectful childbirth, the score was 3.8 SD 2.6 with a posttest 9.6 SD 1.09. In the area of pregnancy, the initial score was 7.9 SD 2.11 and the final score 9 with SD 1.68. In labor, the scores were 7.8 and 9.6 respectively with SD 2.57 at the beginning and SD 1.01 at the end. In breastfeeding, the scores were 7.1 and 9.4 SD of 3.4 and 1.3 respectively, for postpartum 4.6 and 9.4, SD 3.4 and 1.3 respectively, and finally, perinatal psychoprophylaxis 0.36 and 9.68 SD of 0.87 and 0.84 respectively. This indicates a significant difference in each of the assessments, as well as in knowledge.

Conclusions: The educational intervention showed a significant difference and increased students' knowledge, as well as their concern for respecting women during childbirth, the implementation of dynamic and interactive strategies for students, and the restructuring of academic programs for nursing professionals.