“A Study to Assess the Effectiveness of Structured Teaching Program on Knowledge And Attitude Regarding Care of Low Birth Weight Babies Among Mothers of Low Birth Weight Babies at Selected Hospital, Meerut

Background: Low-birth-weight (LBW) babies are highly vulnerable to health complications, and their survival largely depends on the mother’s awareness and care practices. Inadequate maternal knowledge and negative attitudes toward LBW care can significantly affect t neonatal morbidity and mortality. Structured Teaching Programmes (STPs) can play a vital role in bridging this knowledge gap. OBJECTIVES To assess the pre-test and post-test knowledge and attitude regarding the care of low-birth weight babies among mothers. To evaluate the effectiveness of structure teaching programme on knowledge and attitude regarding the care of low-birth-weight babies among mothers by comparing pre-test and post- test knowledge score. To determine the association between pre-test knowledge and attitude scores with selected Socio-demographic variables. HYPOTHESES: H1- There is significant difference between pretest and post-test knowledge and attitude score on care of low-birth-weight babies among mother of low-birth-weight babies. H2- There is a significance correlation between knowledge and attitude score on care of low-birthweight babies among mother of low-birth-weight babies. H3- There is a significance association between level of knowledge and attitude on care of low birth-weight babies among mothers with selected demographic variables. Methods: A pre-experimental one-group pre-test post-test design was adopted. The study was conducted among 60 mothers of LBW babies admitted to a selected hospital in Meerut. Participants were selected using purposive sampling. Data were collected using a structured knowledge questionnaire and a 5-point Likert attitude scale. Descriptive statistics were used to summarize the data, and paired t-tests and chi-square tests were used for inferential analysis. Results: The mean pre-test knowledge score was 10.45 (±3.26), which increased to 19.60 (±2.12) post-intervention. The mean attitude score also improved significantly. The paired t-test values for knowledge and attitude were statistically significant (p < 0.05). Educational qualification and prior knowledge were significantly associated with pre-test scores. This indicates that the STP was effective in enhancing both knowledge and attitude Levels. Conclusion: The Structured Teaching Programme proved to be an effective intervention in improving maternal knowledge and attitude toward LBW baby care. It is recommended that similar educational interventions be implemented as part of routine postnatal care to promote neonatal health outcomes.