The Impact of Slow-Stroke Back Message on Anxiety Level of Low Risk Parturient Mothers in the Fourth Stage of Labor

Journal Title: International Journal of Nursing Didactics (IJND) - Year 2017, Vol 7, Issue 3

Abstract

Aim of the study: To assess the impact of slow-stroke back message on anxiety level of low risk parturient mothers in the fourth stage of labor. Subjects and methods: Design: quasi-experimental design. Setting: obstetric department at Al Galaa maternity hospital. Sample: 44 low risk parturient mothers per group (study and control) fulfilling the inclusion and exclusion criteria were included in the study. Tools used: socio-demographic questionnaire, State trait anxiety inventory questionnaire, slow stroke back message. Results: About half of the experimental and control groups women`s age was between 25-30 years of age. For the experimental group about 36.4 % of the mothers had a basic education, and 70 % were housewives. The results also revealed that there was decrease in the anxiety scores throughout the study time starting from immediately at the beginning of fourth stage of labor till discharge from hospital in the study group unlike the control group whose results revealed that most women remain in the same level of anxiety (mild to moderate) 52.3% and 59% immediately after labor and before discharge respectively. Conclusion and recommendation: The findings of our study showed that slow-stroke back massage in the first few hours after birth (6-12 hrs.) reduced the mother’s anxiety level, so it is recommended to use massage in the early hours after labor to help the mother to reduce their anxiety.

Authors and Affiliations

Sahar A. Elkheshen, Safaa Soliman Ahmed, Hala. A. Abdelgawad

Keywords

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  • EP ID EP319696
  • DOI 10.15520/ijnd.2017.vol7.iss3.202.51-56
  • Views 112
  • Downloads 0

How To Cite

Sahar A. Elkheshen, Safaa Soliman Ahmed, Hala. A. Abdelgawad (2017). The Impact of Slow-Stroke Back Message on Anxiety Level of Low Risk Parturient Mothers in the Fourth Stage of Labor. International Journal of Nursing Didactics (IJND), 7(3), 51-56. https://www.europub.co.uk/articles/-A-319696