The effect of grandmother education on grandchild care self-efficacy, knowledge, and anxiety: A randomized controlled trial

This randomized controlled trial (RCT) investigated the efficacy of a targeted educational intervention on the grandchild careknowledge, self-efficacy, and anxiety levels of grandmothers. A sample of 50 grandmothers, recruited via online platforms, was randomly and equally assigned to an intervention group (n = 25) or a control group (n = 25). The intervention group participated in weekly face-to-face training sessions over a three-week period, whereas the control group received standard routine care. Data were collected using an Introductory Information Form, the Grandchild Care Knowledge Questionnaire, the Pharis Self-Confidence Scale, and the State-Trait Anxiety Inventory (STAI). Baseline demographic characteristics were comparable between groups (all p > .05). Post-intervention analyses revealed a highly significant improvement in the intervention group’s grandchild care knowledge and self-efficacy scores compared to the control group (both p < .001). Furthermore, the educational program yielded a statistically significant reduction in state anxiety within the intervention group (p < .05); however, it did not significantly alter trait anxiety levels (p > .05).In conclusion, structured educational interventions effectively enhance grandmothers’ caregiving knowledge and self-efficacy and are associated with reductions in state anxiety within the intervention group; however, no between-group differences were observed for anxiety outcomes. Although fundamental trait anxiety remains unaffected, these findings highlight the critical value of targeted education in supporting the integral grandchild care roles assumed by grandmothers.