NCT06199804 - Toy Hygiene Education For Hospitalized Mothers | Crick

Overview

The present study aims to evaluate the effectiveness of toy hygiene education given to mothers of hospitalized children on their knowledge and practices, as well as the cleanliness of toy surfaces.

While studies show that toys contain significant amounts of pathogenic microorganisms and may be effective in the spread of hospital-acquired infections, it appears that the literature and hospital practices on the disinfection of these toys are quite limited. Additionally, there is no routine practice to ensure toy hygiene in most health institutions. Therefore, in order to prevent the transfer of infectious agents through toys, policies and guidelines regarding toy cleaning methods and frequency should be established in hospitals. At the same time, families should be educated about the fact that toys can be a source of infection, and correct behavioral changes regarding toy hygiene should be created. When the literature was examined, it was determined that there were no routine hygiene practices regarding the cleaning of toys in children's clinics in Turkey. For this reason, the study will examine the effect of the toy hygiene education created by the researchers on the knowledge levels and practices of mothers and the surface cleaning of toys. It is thought that the results of the study will be a basis for creating clinical guidelines.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

SUPPORTIVE_CARE

Masking

SINGLE

Enrollment

48

Conditions

Children, Only Educational Problems Hospital Infection

Interventions

Toy Hygiene TrainingBEHAVIORAL

The training was given to the mothers in 2 sessions (morning and afternoon), each lasting approximately 30 minutes, accompanied by the Toy Hygiene Guide. The sessions were presented face to face in the mother's room in the form of explaining, showing, question and answer and power point, at a time convenient for the mother and the child, outside the morning and afternoon treatment and care hours. After the first session was completed, an appointment was made with the mother for the afternoon session. In the second session, the information in the book that was not given in the first session was presented to the mothers face to face in the mother's room, outside the treatment and care hours, at a time convenient for the mother and the child. After the training was completed, a final five-minute discussion was held with the mothers in the form of a general question and answer session. The training book was given to the mothers in the experimental group on the first day.

Eligibility

Sex: FEMALEMin age: 18 YearsMax age: 45 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * Mothers with children in the play (1-3) and preschool (4-6) periods * Those who keep toys (plastic, metal, wooden, technological) with their children * Mothers who are always with their children as companions * Mothers whose children receive inpatient treatment for at least 3 days Exclusion Criteria: * Mother has hearing, vision or mental problems * The mother has been diagnosed with OCD (Obsessive Compulsive Disorder) or has an obsession with cleaning. * Not being able to speak Turkish * Being under 18 years of age * Do not place the child in isolation (contact isolation, droplet isolation, respiratory isolation).

Locations (1)

Selcuk University

Konya, Selcuklu, Turkey (Türkiye)

Outcomes

Primary Outcomes

Sociodemographic Questionnaire

Demographic data for the mother and her sick child were questioned in the form prepared by the researchers in line with the literature (Avila-Aguero et al. 2004; Merriman et al. 2002, Deshpande et al. 2020). As variables related to the mother, age, family type, number of children, education level, employment status, perception of economic situation, place of residence and the status of receiving information about toy hygiene were questioned. For the child; It was composed of questions asking age, gender, medical diagnosis, presence of chronic disease, hospitalization, room type, and hospitalization experience.

Time frame: First measurement-First day of hospitalization

Toy Hygiene Information Form

The toy hygiene information form, prepared by the researchers in line with the literature (Avila-Aguero et al. 2004; Yokoe et al. 2009), was composed of two parts. In the first part, the types of toys that parents prefer to buy for their children, their preference for buying cleanable toys, the situation of cleaning toys before bringing them to the hospital, their practices to ensure toy hygiene in the hospital environment, and the difficulties they experience in ensuring toy hygiene in the hospital environment are questioned. In the second part of the form, a knowledge test consisting of 31 items was prepared to determine the knowledge level of mothers regarding toy hygiene. The second part of the form is answered as true or false. A high score from the knowledge test is interpreted as a high level of "toy hygiene knowledge".

Time frame: First measurement-First day of hospitalization

Toy Surface Cleaning Level Record Form

This form was created by researchers to record the level of surface cleanliness by taking a swab from the toy surface with the 3M™ Clean-Trace™ ATP device before and after the training.

Time frame: First measurement-First day of hospitalization

Secondary Outcomes

Toy Hygiene Information Form

The toy hygiene information form, prepared by the researchers in line with the literature (Avila-Aguero et al. 2004; Yokoe et al. 2009), was composed of two parts. In the first part, the types of toys that parents prefer to buy for their children, their preference for buying cleanable toys, the situation of cleaning toys before bringing them to the hospital, their practices to ensure toy hygiene in the hospital environment, and the difficulties they experience in ensuring toy hygiene in the hospital environment are questioned. In the second part of the form, a knowledge test consisting of 31 items was prepared to determine the knowledge level of mothers regarding toy hygiene. The second part of the form is answered as true or false. A high score from the knowledge test is interpreted as a high level of "toy hygiene knowledge". Only the second part of the form was remeasured.