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Self-efficacy and postpartum depression teaching behaviors of hospital-based perinatal nurses

M Cynthia Logsdon1, Melissa Pinto Foltz, James Scheetz

  • 1M. CYNTHIA LOGSDON is a professor in the School of Nursing at the University of Louisville in Louisville, Kentucky, and Associate Chief of Nursing for Research at the University of Louisville Hospital/Brown Cancer Center. MELISSA PINTO FOLTZ is a KL2 clinical research scholar at Case Western Reserve University/Cleveland Clinic and an instructor at the Frances Payne Bolton School of Nursing at Case Western Reserve University in Cleveland, Ohio. JAMES SCHEETZ is a retired professor of dentistry at the University of Louisville. JOHN A. MYERS is an assistant professor in the Department of Bioinformatics and Biostatistics at the University of Louisville School of Public Health and Information Sciences.

The Journal of Perinatal Education
|September 3, 2011
PubMed

Based upon the Self-Efficacy Theory, this study examined the relationship between self-efficacy, self-efficacy-related variables, and postpartum depression teaching behaviors of hospital-based perinatal nurses. Findings revealed that teaching new mothers about postpartum depression is related to a perinatal nurse's self-efficacy in postpartum-depression teaching, self-esteem, and the following self-efficacy-related variables: social persuasion (supervisor's expectations for teaching); mastery (postpartum depression continuing education and teaching experience); and vicarious experience (observing other nurses teach new mothers about postpartum depression). Teaching new mothers about postpartum depression can assist mothers in overcoming barriers to depression treatment. Nurse educators and managers play an important role in encouraging postpartum depression education for perinatal nurses.

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