본 연구는 퇴원교육제공자와 산모 간의 산모퇴원교육에 대한 교육수행도 및 교육중요도를 비교 조사하고 이를 기반으로 산모 자가 간호 및 신생아관리에 보다 적절한 산모퇴원교육 내용개발을 위한 서술적 조사연구이다. 연구는 B광역시 소재 100병상 미만의 산부인과 병·의원 중 2017-18년 기관별 분만 실적 상위 6개 병·의원의 퇴원교육제공자 60명과 산모 60을 대상으로 자료 수집하였다. 구조화된 자가 보고식 설문지를 이용하여 수집하였으며 자료 분석은 ...
본 연구는 퇴원교육제공자와 산모 간의 산모퇴원교육에 대한 교육수행도 및 교육중요도를 비교 조사하고 이를 기반으로 산모 자가 간호 및 신생아관리에 보다 적절한 산모퇴원교육 내용개발을 위한 서술적 조사연구이다. 연구는 B광역시 소재 100병상 미만의 산부인과 병·의원 중 2017-18년 기관별 분만 실적 상위 6개 병·의원의 퇴원교육제공자 60명과 산모 60을 대상으로 자료 수집하였다. 구조화된 자가 보고식 설문지를 이용하여 수집하였으며 자료 분석은 SPSSWIN 22.0 프로그램을 이용하여 기술통계, paired t-test, independent t-test, ANOVA로 분석하였다.
연구결과를 요약하면 다음과 같다.
1. 일반적인 특성은 퇴원교육제공자, 산모 및 퇴원교육의 특성으로 나누어 조사하였다. 퇴원교육제공자의 평균연령은 42세였으며, 평균 산부인과 근무경력은 8년이었다. 산모의 평균연령은 32세, 학력은 대졸이 51명이었다. 퇴원교육특성에서 퇴원교육의 시기는 퇴원전날이 56.7%(34명)로 가장 많았다. 교육방법은 팸플릿 이용이 86.7%(52명)이었고, 교육 형태는 개별이 73.3%(44명)이였으며, 교육 장소는 개별병실이 63.3%(38명), 교육평가방법은 안함이 80%(48명)이었다.
2. 일반적 특성에 따른 산모퇴원교육의 교육수행도와 교육중요도를 비교했을 때, 퇴원교육제공자의 특성에 따라서는 산모관련 교육수행도와 교육중요도는 직위에 따라 차이가 있었고(t=4.091. p<.048), 신생아관련 교육수행도와 교육중요도는 모든 일반적 특성에서 차이가 없었다. 산모의 특성에 따라서는 산모관련 교육수행도와 교육중요도는 수유계획(t=4.424, p<.040), 산후조리장소(t=0.478 p<.012)에 따라 차이가 있었다. 신생아관련 교육수행도와 교육중요도는 입원기간에 따라 차이가 있었다(t=5.366, p<.007).
3. 퇴원교육제공자가 인지하는 산모관련 교육수행도의 평균평점은 3.73±0.33점이었고, 교육중요도의 평균평점은 3.61±0.36점이었다. 교육수행도와 교육중요도 간은 유의한 차이가 있었다(t=3.47. p<.001). 신생아관련 교육수행도의 평균평점은 3.63±0.40점이었고, 교육중요도의 평균평점은 3.64±0.39점이었다. 교육수행도와 교육중요도 간은 유의한 차이가 없었다.
5. 산모퇴원교육에 대한 산모관련 교육수행도는 퇴원교육제공자가 산모보다 높아 유의한 차이가 있었다(t=6.95. p<.001). 신생아관련 교육수행도는 퇴원교육제공자가 산모보다 높아 유의한 차이가 있었다(t=6.95. p<.001).
6. 산모퇴원교육에 대한 산모관련 교육중요도는 퇴원교육제공자가 산모보다 높아 유의한 차이가 있었다(t=2.15. p<.036). 신생아관련 교육중요도는 퇴원교육제공자와 산모 간은 유의한 차이가 없었다.
결론적으로 본 연구에서 퇴원교육제공자가 인지하는 교육수행도와 교육중요도는 유의한 차이를 보이지 않았으나, 산모가 인지하는 교육수행도보다 교육중요도가 높아 차이가 있었다. 이에 본 연구결과를 토대로 퇴원교육제공자는 산모가 중요하게 여기는 영역과 교육요구도를 파악하여 교육수행능력을 올려 산모퇴원교육의 질을 높이는 방안을 모색해야 할 것이다.
본 연구는 퇴원교육제공자와 산모 간의 산모퇴원교육에 대한 교육수행도 및 교육중요도를 비교 조사하고 이를 기반으로 산모 자가 간호 및 신생아관리에 보다 적절한 산모퇴원교육 내용개발을 위한 서술적 조사연구이다. 연구는 B광역시 소재 100병상 미만의 산부인과 병·의원 중 2017-18년 기관별 분만 실적 상위 6개 병·의원의 퇴원교육제공자 60명과 산모 60을 대상으로 자료 수집하였다. 구조화된 자가 보고식 설문지를 이용하여 수집하였으며 자료 분석은 SPSS WIN 22.0 프로그램을 이용하여 기술통계, paired t-test, independent t-test, ANOVA로 분석하였다.
연구결과를 요약하면 다음과 같다.
1. 일반적인 특성은 퇴원교육제공자, 산모 및 퇴원교육의 특성으로 나누어 조사하였다. 퇴원교육제공자의 평균연령은 42세였으며, 평균 산부인과 근무경력은 8년이었다. 산모의 평균연령은 32세, 학력은 대졸이 51명이었다. 퇴원교육특성에서 퇴원교육의 시기는 퇴원전날이 56.7%(34명)로 가장 많았다. 교육방법은 팸플릿 이용이 86.7%(52명)이었고, 교육 형태는 개별이 73.3%(44명)이였으며, 교육 장소는 개별병실이 63.3%(38명), 교육평가방법은 안함이 80%(48명)이었다.
2. 일반적 특성에 따른 산모퇴원교육의 교육수행도와 교육중요도를 비교했을 때, 퇴원교육제공자의 특성에 따라서는 산모관련 교육수행도와 교육중요도는 직위에 따라 차이가 있었고(t=4.091. p<.048), 신생아관련 교육수행도와 교육중요도는 모든 일반적 특성에서 차이가 없었다. 산모의 특성에 따라서는 산모관련 교육수행도와 교육중요도는 수유계획(t=4.424, p<.040), 산후조리장소(t=0.478 p<.012)에 따라 차이가 있었다. 신생아관련 교육수행도와 교육중요도는 입원기간에 따라 차이가 있었다(t=5.366, p<.007).
3. 퇴원교육제공자가 인지하는 산모관련 교육수행도의 평균평점은 3.73±0.33점이었고, 교육중요도의 평균평점은 3.61±0.36점이었다. 교육수행도와 교육중요도 간은 유의한 차이가 있었다(t=3.47. p<.001). 신생아관련 교육수행도의 평균평점은 3.63±0.40점이었고, 교육중요도의 평균평점은 3.64±0.39점이었다. 교육수행도와 교육중요도 간은 유의한 차이가 없었다.
5. 산모퇴원교육에 대한 산모관련 교육수행도는 퇴원교육제공자가 산모보다 높아 유의한 차이가 있었다(t=6.95. p<.001). 신생아관련 교육수행도는 퇴원교육제공자가 산모보다 높아 유의한 차이가 있었다(t=6.95. p<.001).
6. 산모퇴원교육에 대한 산모관련 교육중요도는 퇴원교육제공자가 산모보다 높아 유의한 차이가 있었다(t=2.15. p<.036). 신생아관련 교육중요도는 퇴원교육제공자와 산모 간은 유의한 차이가 없었다.
결론적으로 본 연구에서 퇴원교육제공자가 인지하는 교육수행도와 교육중요도는 유의한 차이를 보이지 않았으나, 산모가 인지하는 교육수행도보다 교육중요도가 높아 차이가 있었다. 이에 본 연구결과를 토대로 퇴원교육제공자는 산모가 중요하게 여기는 영역과 교육요구도를 파악하여 교육수행능력을 올려 산모퇴원교육의 질을 높이는 방안을 모색해야 할 것이다.
This study is a descriptive survey study with the aims of comparing the performance and importance of discharge education for mothers, and developing education content more suitable for mothers’s self-nursing and baby-caring. The data were collected from 60 discharge education providers and 60 ...
This study is a descriptive survey study with the aims of comparing the performance and importance of discharge education for mothers, and developing education content more suitable for mothers’s self-nursing and baby-caring. The data were collected from 60 discharge education providers and 60 mothers who were discharged from the top six medical clinics in 2017-18 among obstetrics and gynecology clinics and clinics with less than 100 beds in B metropolitan city.(Health Insurance Review & Evaluation Institute, 2017). Structured self-reporting questionnaires were used to collect data and paired t-test, independent t-test, ANOVA were conducted using SPSS WIN 22.0 to analyze the collected data.
The results of this study were as follows: 1. The general characteristics of subjects surveyed in this study were divided into discharge education providers, postpartum women and discharge education. The average age of instructors was 42 years, and the average years of working in OB-GYN hospitals was 8 years. The average age of postpartum women was 32 years, and the number of those who graduated from college was 51. In terms of the characteristics of discharge education, the share of those who answered that the time of discharge education was the day before discharge was the highest (56.7%, 34 subjects). The share of using pamphlets was 86.7% (52 subjects), and that of providing discharge education one by one was 73.3% (44 subjects). To the question about a place for education, a patient’s room accounted for 63.3% (38 subjects), and those who answered there was no education assessment method accounted for 80% (48 subjects).
2. When comparing the education performance and education importance of maternal discharge education according to general characteristics, there was a difference in maternal education performance and education importance according to the characteristics of discharge education providers according to position (t=4.091). p<.048), there was no difference in the newborn child-related educatiol performance and education importance in all general characteristics. According to the characteristics of mothers, the performance and importance of mothers-related education were different according to the nursing plan (t=4.424, p<.040) and postpartum care place (t=0.478, p<.012). There were differences in the degree of newborn education and importance of education according to the hospitalization period (t=5.366, p<.007).
3. The average score of the discharge education provider's mother-related education performance was 3.73±0.33, while the average score of the importance of education was 3.61±0.36. There was a significant difference between education performance and importance(t=3.47. p<.001). The average score of education performance related to newborns was 3.63±0.40 and the average rating of education importance was 3.64±0.39 points. There was no significant difference between educational performance and importance (t=-0.16, p<.872). 4. Mothers’s average performance score of education on mothers was 3.11, and their average importance score was 3.44. Their average performance score of education on newborn care was 2.89, and their average importance score was 3.64.
5. Discharge education providers’ average performance score of discharge education on mothers was significantly higher than that of postpartum women (t=6.95. p<.001). Discharge education providers’ average performance score of education on newborn care was significantly higher than that of postpartum women (t=6.95. p<.001).
6. Discharge education providers’ average importance score of discharge education on postpartum women was significantly higher than that of postpartum women (t=2.15. p<.036). There was no significant difference in the importance score of education on newborn care between discharge education providers and postpartum women (t=0.68. p<.497).
These results showed that there was no significant difference between the performance and importance score of education that instructors perceived, but that the average performance score perceived by postpartum women was higher than the average importance score perceived by them. Based on these results, it will be necessary to identify education performance areas provided by discharge education providers , areas that postpartum women consider important, and their needs for education, to analyze the characteristics of education, and to find measures to improve the quality of discharge education for postpartum women.
This study is a descriptive survey study with the aims of comparing the performance and importance of discharge education for mothers, and developing education content more suitable for mothers’s self-nursing and baby-caring. The data were collected from 60 discharge education providers and 60 mothers who were discharged from the top six medical clinics in 2017-18 among obstetrics and gynecology clinics and clinics with less than 100 beds in B metropolitan city.(Health Insurance Review & Evaluation Institute, 2017). Structured self-reporting questionnaires were used to collect data and paired t-test, independent t-test, ANOVA were conducted using SPSS WIN 22.0 to analyze the collected data.
The results of this study were as follows: 1. The general characteristics of subjects surveyed in this study were divided into discharge education providers, postpartum women and discharge education. The average age of instructors was 42 years, and the average years of working in OB-GYN hospitals was 8 years. The average age of postpartum women was 32 years, and the number of those who graduated from college was 51. In terms of the characteristics of discharge education, the share of those who answered that the time of discharge education was the day before discharge was the highest (56.7%, 34 subjects). The share of using pamphlets was 86.7% (52 subjects), and that of providing discharge education one by one was 73.3% (44 subjects). To the question about a place for education, a patient’s room accounted for 63.3% (38 subjects), and those who answered there was no education assessment method accounted for 80% (48 subjects).
2. When comparing the education performance and education importance of maternal discharge education according to general characteristics, there was a difference in maternal education performance and education importance according to the characteristics of discharge education providers according to position (t=4.091). p<.048), there was no difference in the newborn child-related educatiol performance and education importance in all general characteristics. According to the characteristics of mothers, the performance and importance of mothers-related education were different according to the nursing plan (t=4.424, p<.040) and postpartum care place (t=0.478, p<.012). There were differences in the degree of newborn education and importance of education according to the hospitalization period (t=5.366, p<.007).
3. The average score of the discharge education provider's mother-related education performance was 3.73±0.33, while the average score of the importance of education was 3.61±0.36. There was a significant difference between education performance and importance(t=3.47. p<.001). The average score of education performance related to newborns was 3.63±0.40 and the average rating of education importance was 3.64±0.39 points. There was no significant difference between educational performance and importance (t=-0.16, p<.872). 4. Mothers’s average performance score of education on mothers was 3.11, and their average importance score was 3.44. Their average performance score of education on newborn care was 2.89, and their average importance score was 3.64.
5. Discharge education providers’ average performance score of discharge education on mothers was significantly higher than that of postpartum women (t=6.95. p<.001). Discharge education providers’ average performance score of education on newborn care was significantly higher than that of postpartum women (t=6.95. p<.001).
6. Discharge education providers’ average importance score of discharge education on postpartum women was significantly higher than that of postpartum women (t=2.15. p<.036). There was no significant difference in the importance score of education on newborn care between discharge education providers and postpartum women (t=0.68. p<.497).
These results showed that there was no significant difference between the performance and importance score of education that instructors perceived, but that the average performance score perceived by postpartum women was higher than the average importance score perceived by them. Based on these results, it will be necessary to identify education performance areas provided by discharge education providers , areas that postpartum women consider important, and their needs for education, to analyze the characteristics of education, and to find measures to improve the quality of discharge education for postpartum women.
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