Document Type : Original Article
Authors
University of Babylon, College of Nursing, Hilla, Iraq
Abstract
Background: Respiratory Distress Syndrome (RDS) is a major cause of morbidity and mortality in neonatal intensive care units NICU, especially for preterm infants. Nurses have a significant role and responsibility in managing RDS, and their competency directly influences patient outcomes. There is also some evidence of discrepancies in knowledge levels and application of practice. This study aimed to investigate the impact of a structured educational program on nurses’ practices related to the care of newborns with RDS in a NICU. To assess the impact of an educational intervention on the clinical practices of NICU nurses in managing neonatal RDS and to examine the association between nurses’ socio-demographic characteristics and their practices levels.
Methods: A quasi-experimental pre-test/post-test design was completed from June to August 2025 at two children’s hospitals in Al-Hilla, Iraq, with a sample of 50 nurses (25 in the study group and 25 in the control group) selected using convenience sampling. Data were collected using a validated observational checklist to evaluate nursing practice before and after the educational program. The intervention consisted of both theoretical and practical educational sessions on the
management of RDS. Data analysis was conducted using descriptive statistics, independent t-tests, and chi-square in SPSS version 23. A Shapiro-Wilk test was conducted to confirm normality (p=0.087).
Results: Both groups had moderate levels of practice before the intervention. There was no significant difference in the mean practice score (study group: 1.59±0.14; control group: 1.64±0.12; p=0.17). After the educational program, the study group showed a significant increase in practice post intervention (mean score 1.76±0.08), with 80% of students in the good practice category compared to only 28% pre-intervention. The control group remained largely unchanged post intervention (mean score 1.65±0.10; p=0.006). There was no significant association between the nurses’ practice and age, educational level, previous education or training, and years of work experience (p>0.05).
Conclusion: The organized educational intervention made a significant difference in nurses’ practices surrounding infants with RDS. The findings make a clear case for the value of education and practice to improve the practice of neonatal nursing beyond passive clinical experience or background qualities or characteristics.
Highlights
Salim Amir Yousef (Google Scholar)
Keywords
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