Evaluating the Effect of Structured Lecture-Cum-Demonstration Method on Maternal Knowledge and Practice of Newborn Care Among the Primiparous Postnatal Mothers: A Kirkpatrick’s Four-Level Model Approach

Background: In a developing country like India, neonatal mortality is a significant public health concern due to preventable causes like infections, hypothermia, and poor hygiene. Lack of maternal knowledge and inadequate newborn care practices are major contributors to this. Therefore, it is very crucial to implement structured educational strategies that combine both theoretical knowledge and hands-on practice to improve maternal skills in neonatal care. The Kirkpatrick model evaluates educational interventions through reaction, learning, behavior, and results. Objective: To evaluate the effect of structured lecture-cum-demonstration method on the knowledge and practice levels of primiparous postnatal mothers regarding selected aspects of neonatal care. Methods: This study used quantitative quasi-experimental research approach and one-group pre-test post-test design. It involved 40 primiparous postnatal mothers from a tertiary health care, India. A non-probability purposive sampling technique was used. Data were collected using the structured knowledge questionnaires and observational checklists. The structured lecture-cum-demonstration method consisted of hand hygiene, thermoregulation, breastfeeding, care of umbilical cord, immunization, and identification of dangerous neonatal signs. Data were analyzed using descriptive statistics and inferential tests (paired t-test and chi-square). Statistical significance was considered at p-value <0.05. Results: The structured lecture-cum-demonstration method significantly improved knowledge and practice scores among the primiparous postnatal mothers. The mean knowledge score increased from 13.40±2.25 to 27.33±2.25 (t = 22.29, p < 0.05), and the mean practice score improved from 5.85±1.33 to 13.20±1.21 (t = 22.14, p < 0.05). Educational status had a significant association with baseline knowledge related to newborn care. Conclusion: The structured lecture-cum-demonstration method significantly improved the knowledge and practice related to neonatal care among the primiparous postnatal mothers, where baseline knowledge was impacted by maternal educational level. Key words: Lecture-cum-demonstration, Maternal knowledge, Newborn care practice, Postnatal mothers, educational intervention, Kirkpatrick’s model. [PDF Full Text] ShareThis