Document Type : Original Article
Authors
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
Abstract
INTRODUCTION: Developmental delay of children is a global health concern. One of the important
measures in the care of children and the assessment of children's health is the knowledge and ability
of mothers about the condition of their children's development. The purpose of this study was to
compare the outcome of lecture‑based method versus self‑learning package on the ability of mothers
to assess the development of their 12‑month‑old children seeking comprehensive health services
centers in Arak city, central province of Iran.
MATERIALS AND METHODS: The present study is a semi‑experimental study. The sample included
189 mothers of 12‑month‑old children. The data gathering tools were age and stages questionnaire
with confirmed validity and reliability. The participants in the study were divided into three group as
follows: lecture, self‑learning, and control group which were evaluated by pretest and posttest. Data
analysis was performed with SPSS version 21.
RESULTS: The results of this study indicate that both of interventional methods; lectures and
self‑learning; had a statistically significant effect on the ability of mothers to evaluate the development
of their children (P = 0.001). In the self‑learning group, the score of the participants increased from
53.35 ± 44.269 to 70.15 ± 47.290 and in the lecture group, the score of participants increased from
55.28 ± 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 suggest
the use of self‑learning package in practice.
Keywords
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