Effectiveness of a Video-Assisted Teaching Programme on Newborn Care Practices among Postnatal Mothers Video-Assisted Teaching Programme in Newborn Care

Abstract

The present study evaluated the effectiveness of a video-assisted teaching programme in improving maternal knowledge regarding newborn care. A one-group pre-test–post-test design was employed among mothers of newborns (n=60). Baseline knowledge was assessed using a validated questionnaire covering breastfeeding, hygiene practices, thermal care, identification of adequate feeding cues and recognition of common neonatal health problems. Participants then received a structured video-assisted teaching session for 2 days. Knowledge levels were reassessed on the seventh day. Pre- and post-test scores were compared to determine the impact of the intervention. After the teaching session, 63.3% of mothers demonstrated average knowledge, 26.7% exhibited good knowledge and 10% remained in the poor knowledge category. The increase in knowledge scores was statistically significant (t=10.73). The video-assisted teaching programme improved maternal knowledge of exclusive breastfeeding, proper positioning and attachment, hygienic practices, early identification of diaper rash and umbilical cord infection and signs of neonatal illness.