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Priorites of nurses and postpartum women in education.
LUDAŠOVÁ, Tereza
Education in nursing is very important, especially after childbirth when woman is exposed to a whole new point of her life. Midwife should be supportive, be able to provide advices and help new mother needs. The theoretical part of my work is dedicated to definitions in education, its concept and learning. Most of my theoretical part focuses on puerperium period, further divided into physiological, pathological and late. In physiological puerperium period are discussed involutional changes mainly and changes of body overall. Physiological puerperium also contains a chapter of lactation and breastfeeding, which are briefly described in two separare sections. Another chapter is pathological puerperium which describes the most frequent problems mothers can experience after childbirth, like bleeding, infection, vascular complications, emotional changes, lactations disorders and breast diseases. The further topics are dedicated to the newborn. The practical research part focuses on finding the most important areas of education from the perspective of mothers and nurses and compares their priorities. The survey was carried out using a quantitative survey, data collection was conducted in six hospitals of the South Bohemian region through anonymous questionnaires. All of them were distributed separately to postpartum/puerperium women and separately to nurses. The research sample consisted 100 (100%) of mothers after childbirth and 100 (100%) of nurses. All the results of the survey were processed using graphs and tables. Hypotheses were verified by statistical Chi-squared test in Microsoft excel. To assess whether the differencce observed and expected frequencies is statistically significant was achieved by using calculating level of statistical significance ie. p-value using functions CHITEST. P-values were converted to percentages and compared with a significance level of 5 %. The aim of the thesis was to identify the most important areas of education from the perspective of midwives, nurses and postpartum women. Another objective was to set out to determine the differences in priorities of education for women after childbirth, midwives and pediatric nurses. Hypothesis 1 There are differences in priorities of education among mothers after childbirth and midwives. This hypothesis was confirmed. Midwive´s priority is hygiene and postpartum mother´s priority is newborn nutrition. Hypothesis 2There are differences in prioritiesof education among mothers after childbirth and pediatric nurses.This hypothesis was not confirmed. The priority of both mothers after childbirth and pediatric nurses is newborn nutrition. Hypothesis 3Priority of education of mothers after childbirth varies depending on previous experience with motherhood. This hypothesis was confirmed. The priority of 63% of all primiparas is newborn nutrition and knowing how to breastfeed. The other mother´s priorities are in 18% newborn manipulation and in 12% self- hygiene. Hypothesis 4Priorities of education of midwives varies depending on the lenght of experience. This hypothesis was confirmed. The priority of midwives working in the postpartum department between 0-10 years is hygiene in 66%. The priority of midwives working in the postpartum department for longer than 11 years is in 14% nutrition. Hypothesis 5Priorities of education of pediatric nurses varies depending on the lenght of experience. This hypothesis was confirmed. The priority of pediatric nurses with 0-10 years of experience is newborn safety in 32%. The priority of nurses with more than 11 years of experience is newborn nutrition in 22%. The results of this thesis can serve as material for midwives such as recommendations for improving the education of mothers after childbirth. Or can be served as an educational material to mothers. Findings of the research can be presented as seminars and scientific conferences of midwives and pediatric nurses.
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