Effect of Innovative Interactive Educational Technique on Pregnant Women's Knowledge, Practices, and Attitudes regarding Iodine Deficiency | ||||
| Trends in Nursing and Health Care Journal | ||||
| Volume 9, Issue 2, August 2025, Page 142-161 PDF (1.26 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/tnhcj.2025.448535 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Heba Ahmed Galal1; Heba Alkotb Mohamed2; Asmaa Abobakr Ibrahim3; farida Kamel kamel 2
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| 1lecturer of Maternity and Obstetrics and Gynecological Nursing Department, Faculty of Nursing, Suez Canal University | ||||
| 2Assistant Professor, Family and community health nursing, faculty of nursing, Suez Canal University, Egypt | ||||
| 3obstetric and gynecologic nursing department, faculty of nursing, Suez canal university, Ismailia, Egypt | ||||
| Abstract | ||||
| Background Iodine deficiency during pregnancy remains a significant public health issue, contributing to preventable maternal and fetal complications. . Aim of the study: to evaluate effect of innovative interactive education technique on pregnant women' knowledge, practices, and attitudes regarding iodine deficiency. Design: A quasi-experimental design was used. Setting: It was recruited from the obstetrical outpatient clinic at Suez Canal University Hospital. Sample: It was involving 132 pregnant women were randomly assigned to intervention and control groups. The intervention group received structured interactive education using videos, quizzes, mobile applications, demonstrations, and group discussions, while the control group received standard antenatal health education. Tools: Data were collected using four validated tools covering demographic data, iodine-related knowledge, dietary behaviors, and attitudes toward iodine deficiency prevention. Measurements were taken at baseline, immediately post-intervention, and at one-month follow-up. Results: The results showed a statistically significant improvement in knowledge scores, dietary practices, and attitudes in the intervention group compared to the control group (p < 0.001). The findings confirm that interactive learning is more effective than traditional methods in promoting maternal understanding and behavioral change regarding iodine intake. These results support integrating interactive education into antenatal care programs to enhance maternal health literacy and preventive behaviors. Conclusion: It concludes that interactive educational interventions are significantly more effective than standard antenatal education in improving pregnant women's knowledge, attitudes, and dietary practices related to iodine deficiency. Recommendations: it is recommended that interactive educational techniques be integrated into routine antenatal care to enhance maternal knowledge, attitudes, and dietary behaviors related to iodine deficiency. | ||||
| Keywords | ||||
| : Iodine; Prenatal Care; Health Education; Pregnant Women | ||||
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