Abstract
Background
Proper positioning is widely recognized in neonatal care. Implementing evidence-based education to improve Neonatal Intensive Care Unit (NICU) nurses' competency in infant positioning performance is essential. Evidence-based educational strategies are critical to enhancing NICU nurses' competency in infant positioning.Objectives
To compare the effect of face-to-face training versus mobile learning (m-learning) utilizing multimedia resources on the positioning of preterm infants among NICU nurses.Methods
This quasi-experimental pretest-posttest study employed a nonequivalent control group design, with 90 convenience-selected nurses from the NICU assigned to one of three groups: control, face-to-face training, or mobile learning (m-learning). The intervention consisted of face-to-face training (30 min plus 10-15 min of bedside training over 2 weeks) and m-learning (interactive multimedia content via WhatsApp for 2 weeks). Data were collected using the Infant Positioning Assessment Tool (IPAT) at baseline (T1), one week (T2), and one month (T3) post-intervention.Results
Nurses' performance of infant positioning was in a "need to change" state in three groups preintervention (p > 0.05). Post-intervention, in T2, the control group remained in a "need to change" state (IPAT score = 4.71 ± 0.44), whereas both the face-to-face training group (IPAT score = 8.66 ± 0.55) and the m-learning group (IPAT score = 8.57 ± 0.40) were in an "acceptable" state. In T3, compared to T1, there was a significant difference in IPAT scores among the control, face-to-face training, and m-learning groups, respectively (IPAT scores = 4.66 ± 0.37, 6.63 ± 0.48, 7.88 ± 0.65, p Conclusion
Face-to-face and m-learning methods significantly improved nurses' ability to position premature infants, with m-learning showing better long-term knowledge retention. These findings confirm that each approach is effective on its own, while also suggesting that their unique strengths could be combined. Therefore, we recommend future research explore the effectiveness of blended learning strategies that combine the immediate feedback and practical experience of face-to-face training with the accessibility and reinforcement of m-learning.