• Women's Health Nursing
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• v.17 no.1
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• pp.52-63
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• 2011

Purpose: The purpose of this study was to investigate the effects of education and practice of the maternal role and becoming a mother using the concepts of self-confidence in caring, maternal attachment, and maternal identity. Methods: A non-equivalent control group non-synchronized design was used. Data was collected with the use of self-administered questionnaires from November 2007 to April, 2008. A total of 54 women at a Sanhujoriwon (postpartum care center) participated in the study. The experimental group consisted of 26 women (Nov-Dec), whereas the control group had 28 women (Feb-Apr). Education and practice on the maternal role was given individually and consisted of explanations, demonstrations and practice on breast feeding (day1 to 3), maternal attachment (day 8 to 9), bathing (day 10 to 11) and infant healthcare (day 13 to 14). The experimental group received education and practice on the maternal role while the control group received routine education only. Results: Data collection was done using pre and post questionnaires at admission and fourteen days later. The experimental group showed significant increases in self-confidence in caring (t=-3.31, p=.002) and maternal identity (t=-2.16, p=.036) compared to the control group. Conclusion: Education and practice on the maternal role and being a mother was an effective intervention in increasing self-confidence in caring and maternal identity.

• Child Health Nursing Research
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• v.12 no.1
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• pp.104-113
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• 2006

Purpose: This study was conducted to develop and evaluate the effectiveness of a prenatal parental role education program. Methods: The participants were healthy primiparous women and their healthy newborn babies. 57 mother-infant diads(27 in the intervention group, 30 in the control group). For the intervention group, an additional 4 prenatal parental role education programs and 2 postnatal telephone calls(1st & 3rd week after birth) were provided. Data were analyzed by frequency, chi-square test, t-test and repeated measures ANOVA using SPSS PC+ 10.0 program. Results: Significant differences were found in self-confidence in maternal role performance, mother-infant interaction and infant physical growth between the two groups. This result indicate that the intervention program was effective in improving self-confidence in maternal role performance, mother-infant interaction and in facilitating infant physical growth. Conclusions: The prenatal parental role education program developed by the author was a very effective program in promoting maternal self-confidence, mother-infant interaction, and fostering infant's physical growth at 4 weeks after infant's birth.

• Women's Health Nursing
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• v.8 no.2
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• pp.268-277
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• 2002

A comparative study was conducted to identify the effects of prenatal education on primiparas' self-confidence, satisfaction in maternal role performance and perception of delivery experience. Data were collected from 91 primiparas from August 1 to 30, 2001 using structured questionnaires. The subjects were selected from 2 OB & GY hospitals which operate the same prenatal education programs in M city. One group of subjects was primiparas who did receive prenatal education (n= 44) and another group of subjects was primiparas who did not receive prenatal education (n= 47). This study hypothesized that primiparas in education group would have higher self- confidence, satisfaction in maternal role performance and perception of delivery experience than those of non-education group. Descriptive statistics, $x^2$-test, t-test, and correlation were used for data analyses. The results of this study were as follows: 1. Primiparas in prenatal education group would not have better perception of delivery experience than those of non-education group (t=1.405, p = 0.163). 2. Primiparas in prenatal education group would have higher self-confidence in maternal role performance than those of non-education group (t=7.669, p=0.000). 3. Primiparas in prenatal education group would have higher satisfaction in maternal role performance than those of non- education group (t=4.115, p = 0.000). 4. There was significant correlations between self-confidence and satisfaction (r=0.489, p=0.000). Moreover, there was significant correlation between self-confidence and perception of delivery experience (r = 0.284, p = 0.006). The results of this study indicated that prenatal education needs to be developed and applied to nursing practice to increase self-confidence and satisfaction in maternal role performance. Experimental studies are needed to identify the effect of prenatal education.

• Women's Health Nursing
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• v.4 no.3
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• pp.322-331
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• 1998

The postpartum is a period of transition to motherhood where a childless woman transforms into a woman with children. Parents, especially mothers must perform an essential role of implementing instrumental and emotional care behaviors on part of the helpless, dependent, and immature infant. First-time mothers, however, suddenly face the responsibility of round the clock duty without neither parenting training during pregnancy, nor a time to gradually adapt to growing responsibilities after birth, with confusion and frustration as a result. Thus, after providing first-time mothers with childcare education as maternal role preparation, this study will try to examine its effects on childcare behaviors and confidence in maternal role during the early postpartum period. This quasi-experimental study using a nonequivalent control group non-synchronized design, was carried out from March 1995 to May 1996 to verify the effects of a childcare education program with first-time mothers who had vaginal delivery in Ewha University Hospital, Seoul, Korea, and collected data from 60 subjects who consented to the study. The education was given in the early postpartum period(48-72 hours after delivery) and to measure its effects, a posttest was done 4 weeks later with the results analyzed by SPSS shown in the following : 1. The childcare behavior score of the experimental group that had received the newborn care education was higher than the control group(t=3.5, P=.001). 2. The control group and the experimental group which had received the education showed no difference in degree of confidence in maternal role. 3. The higher the childcare behavior score, the higher the degree of confidence in maternal role was among the subjects(r=.56, P=.001). The preceding results are significant in that childcare practices can be promoted by providing child-care education to first-time mothers in the early postpartum period. Thus, this education can be used as a nursing intervention strategy in the early postpartum period.

• Women's Health Nursing
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• v.21 no.4
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• pp.308-320
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• 2015

Purpose: The aim of this study was to determine the predictive factors for maternal role development for mothers of premature infants. Methods: A descriptive correlational study was conducted. A total sample of 121 mothers of premature infants following discharge from the neonatal intensive care unit were recruited using two strategies; an internet-based survey and an in-person data collection in a tertiary university hospital in Korea. A self-report questionnaire was used to collect data regarding personal, birth variables, marital intimacy, maternal attachment, maternal identity and maternal role development. Results: A hierarchical multiple regression analysis indicated that parity, maternal attachment, marital intimacy and maternal identity were predictors for maternal role development for mothers of premature infants, accounting for 70% of the variance. Among these variables, maternal attachment is the most powerful predictor for maternal role development. Conclusion: Nursing interventions during hospitalization to post-discharge education that includes parents of premature babies with positive interaction between couples strengthening marital intimacy and promotes maternal attachment that leads to integrate maternal identity should be considered by priority. Community-based family services such as home visits should be focused on maximizing the predictive factors for maternal role development in transition to motherhood that can contribute to maternal health as well as optimal growth and development of premature infants.

• Child Health Nursing Research
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• v.13 no.1
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• pp.58-65
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• 2007

Purpose: The purpose of this study was to examine the effect of a discharge education program on maternal role confidence and parenting stress of mothers who delivered premature infants. The program provided them with information on childrearing and supportive educational nursing care. Method: This study was based on pretest-posttest nonequivalent nonsynchronized quasi-experimental design. The participants in this study were 30 mothers who delivered premature infants at a general hospital in G city. The instruments used in this study were Maternity Confidence Inventory, Parenting Stress Index(PSI). Results: The first hypothesis that the mothers in the experimental group would undergo changes in maternal role confidence after the intervention was accepted, as there was a statistically significant gap between the two groups(F=9.386, P=.000). The second hypothesis that mothers in the experimental group would undergo change in parenting stress after the intervention was accepted, as there was a statistically significant gap between the two groups(F=4.425, P=.380). Conclusion: The findings suggest that the Discharge Education Program was an efficient intervention method to boost the maternal confidence of mothers with premature infants and to decrease their parenting stress.

• Child Health Nursing Research
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• v.9 no.2
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• pp.206-220
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• 2003

Purpose: this study was intended to search the relationship between perception of the infant temperament in mother of infant at the age of 1～12 months and maternal confidence and satisfaction in performing maternal role, and to submit a basic data to establish a nursing intervention program which is helpful for determination of infant development and performing maternal role promotion by identify variables associated with infant temperament. Method: The subjects of this study were 300 mothers of infant at the age of 1～12 months who visited well baby clinic in 4 hospitals in Busan city and Kyoung-Nam province. Final analysis was performed in 293 cases. Seven cases was excluded in this study because of its inappropriate data collection. The data was collected from 1st July to 15th August 2002. The questionaries which were fill-up by mother were collected. Infant temperament was measured by using the tool of 'what my baby is like'(WBL) which was developed by Priham et. al.(1994) and translated by Bang(1999). The scale of postpartum self evaluation which was developed by Lederman et al(1981) and translated by Lee(1992) was used for the confidence and satisfaction of maternal role. All statistical analyses were performed using SPSS-PC for window, version 10.0: frequency, percentage, minimum, maximum, mean, SD, t-test, ANOVA, Post-hoc test(Scheffe's test), Pearson Correlation Coefficients. Result: The mean score of maternal perception of the infant temperament was 6.17±1.04, and mother recognized her infant as positive. The mean score of confidence of maternal role was 2.89± .41 and this revealed in an average level. The mean score of satisfaction of maternal role was 3.29± .51 and this revealed in a higher level. There was a weak significant positive correlation between the score of maternal perception of infant temperament and confidence of maternal role(r=0.176, P= .003), but there was no significant correlation between satisfaction of maternal role(P> .05). It revealed the more maternal perception of the infant temperament as positive, the higher confidence of maternal role. There was a moderate significant positive correlation between confidence of maternal role and satisfaction of maternal role(r=0.410, P= .000). It revealed the more confidence of maternal role, the higher satisfaction of maternal role. The variables related with the score of maternal perception of infant temperament were the type of delivery (t=-2.600, P= .010), experience of learning baby care(t=2.382, P= .018), maternal perception on baby's health status(F=3.467, P= .033), maternal perception on her health status(F=3.467, P= .027), baby's age(F=3.080, P= .028). Conclusion: Our result showed the confidence of maternal role was increased as the maternal perception of infant temperament was positive, and conformed that the confidence of maternal role was also related with satisfaction of maternal role. Prenatal education, type of delivery, baby's age were also related with the maternal perception of infant temperament. So, nursing intervention program of developmental stage maybe necessary in order to help maternal perception of infant temperament as positive, and it will be increased the confidence of maternal role and satisfaction of performing maternal role which was considered as real indicate of achievement of maternal role.

• Women's Health Nursing
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• v.21 no.4
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• pp.262-271
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• 2015

Purpose: This study was to explore association of maternal role adjustments, parenting stresses, and demographic factors to breastfeeding adaptation. Methods: A correlational survey design was used to recruit 183 mothers who breastfeed or breastfed their babies. Participants' visited outpatient departments and were admitted to pediatric ward at 2 hospitals in metropolitan city of Korea. Inclusion criteria for subjects were mothers whose babies were from 1 month to 24 months old. Data were collected using a self-report questionnaire for mothers' and babies' demographic variables, maternal role adjustments, parenting stresses, and maternal breastfeeding adaptations. Results: Higher levels of maternal adaptations and low levels of parenting stresses were associated with greater maternal breastfeeding adaptations. Types of feeding during hospital stays and baby's health status at birth were also associated with maternal breastfeeding adaptation. Conclusion: Results showed that a higher level of mothers' adjustment to breastfeeding; indicated lesser parenting stresses with higher levels of maternal adaptation. Nursing interventions for breastfeeding should be applied for appropriate breastfeeding adaptation during mothers' hospital stay. As baby's poor health status at birth medical team should provide a proper breastfeeding education.

• Child Health Nursing Research
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• v.11 no.1
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• pp.5-13
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• 2005

Purpose: This study was done to identify degrees of maternal conflict, differences, and factors predicting conflict in mothers of toddlers. Method: A convenience sample of 300 mothers living in G city, Kyounggi-do whose child was between 12 to 36 months old was used. Data were collected through a questionnaire survey and analyzed using SPSS WIN 10.0. Results: The average score for maternal conflict was 67.35 (SD=10.18), somewhat lower than moderate in level. 'I as a human being' was the area of the 6-sub areas with the most conflict. Mothers experiencing higher maternal conflict were those who were less satisfied with marriage, quality of life, and maternal role, and whose child was stubborn and hard to please, who were unsatisfied with baby sitters or who had to rush their sick child to hospital. Factors that were significant in predicting maternal conflict were low satisfaction with maternal role and marriage, and a child who was difficult to care for. These factors accounted for 22％ of explained variance. Conclusion: Nurses should help mothers resolve maternal conflict through education and counseling on the maternal role, but at the same time nurses should consider relationship of the mother with her husband and also special characteristics of her child.

• Child Health Nursing Research
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• v.7 no.1
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• pp.21-34
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• 2001

The impact of childhood experience has lifelong significance on subsequent health and development. Especially, the experience of infant is mostly affected by the quality of parental care and rearing environment. But the new mothers usually do not know what to do because of the lack of experience in these days. Therefore, an educational program regarding maternal role would be necessary. This study was conducted to evaluate the effectiveness of the maternal role education program for mother-infant interaction, child-rearing environment, and infant development. Non-equivalent control group time-series design was used, and Barnard's mother-infant interaction model was used as a conceptual framework of this study. The subjects were the healthy infants weighing over 2,500gm at birth, whose gestational age was more than 37 weeks, and their mothers. The final sample consisted of 19 mother-infant dyads for intervention group and 18 dyads for control group. Data were collected from March 15th to September 3rd in 1999. For the intervention group, programmed education which focused on mother-infant interaction, breast feeding, and infant care was provided before discharge. Telephone counselling was provided within one week after discharge. Home visiting for maternal role education was provided twice, one month and three months postpartum. For the control group, home visiting was also conducted but only for data collection. The data were analyzed using chi-square test and t-test to test the equivalence of two groups, and the effectiveness of intervention program was determined with repeated measure ANCOVA and t-test. The results were as follows: 1. Significant differences were found in mother-infant interaction between two groups(p=.000). It indicates that intervention program was effective in improving mother- infant interaction. In subscale analysis, four out of six subscale showed significant differences between the groups: sensitivity to cues (p=.000), social-emotional growth fostering (p=.000), cognitive growth fostering(p=.000) in mothers, and responsiveness to caregiver (p=.019) in infants. 2. The difference in the mean score of childrearing environment (HOME) between the intervention group and control group was significant(p=.003). When each subscale of HOME was examined individually, intervention group showed significantly higher scores in the diversity of stimulation(p=.000), and mother's involvement(p=.001). 3. Three-month-Infants of the intervention group showed higher GQ in the Griffiths mental development scale(p=.026). In subscale analysis, significant differences were found in the personal-social(p=.005), and the hearing and speech(p=.003). In conclusion, the maternal role education program proved to be effective in promoting the mother-infant interaction, organizing the childrearing environment, and fostering the infant development. These results are very meaningful that we found maternal role education necessary for normal infants' mothers, and that nurses can make a great contribution in promoting health of infants and mothers.