Conhecimento e atitudes sobre saúde auditiva infantil de gestantes e puérperas: uma intervenção guiada por vídeo educativo

Abstract

Introduction: Parents' knowledge about neonatal hearing screening (NHS), risk indicators for hearing impairment, and attitudes towards hearing loss directly influences child care. Educational videos have been effective in promoting hearing health. Objective: To validate an educational video on child hearing health and assess its impact on the knowledge and attitudes of pregnant women and puerperal woman. Method: The dissertation is structured into two articles. The first is a descriptive study aimed at validating a video as a tool for education in child hearing health. Initially, the video validation was conducted with five specialists, and in the second stage, 50 mothers evaluated their satisfaction with the video using a standardized questionnaire and the Net Promoter Score (NPS). The second study consists of a triple-blind randomized clinical trial, seeking to compare the impact of the educational intervention on child hearing health on the level of knowledge and information retention during pregnancy and the postpartum period. The study involved 60 pregnant women and 80 puerperal woman, with each population divided into two randomized groups: 30 pregnant women and 40 puerperal woman in the intervention group (IG) and the same number from each population in the comparison group (CG). Participants were subjected to a questionnaire on knowledge and attitudes regarding child hearing health, both before and immediately after exposure to the educational video (targeted for IG or about breastfeeding for CG). To assess medium-term information retention, puerperal woman in the IG were re-evaluated with the questionnaire three months after the intervention. Results: In the first study, it was observed that the video was well evaluated from both the specialists' and the target population's perspectives, showing a tendency towards satisfaction with the educational tool used. Specific suggestions for video improvement were noted by the specialists, and 84.0% of the mothers would give positive feedback (promoters), while 14.0% were indifferent. In the second study, an increase in knowledge was observed for both pregnant women (p<0.001) and puerperal woman (p<0.001) when comparing pre- and post-intervention moments in the IG. The comparison between IG and CG post-intervention demonstrated greater knowledge for the groups subjected to the intervention in both populations (p<0.001). On the other hand, when comparing the amount of information assimilated between pregnant women and puerperal woman, no difference was found (p=0.686), indicating that mothers were able to assimilate the knowledge conveyed at both moments of motherhood. Furthermore, for the IG of puerperal woman, there was no difference between knowledge immediately post-intervention and three months after the intervention (p=0.090). Conclusion: The educational video "Hearing Pills" was validated as an effective tool for education in child hearing health. In the first study, specialists and the target population positively evaluated the material, highlighting its appropriateness and relevance. In the second study, it was found that the video significantly increased knowledge on the topic among pregnant women and puerperal woman, with medium-term information retention. The findings indicate that both moments are opportune for educational intervention, enabling mothers to take an active role in their children's hearing health.