1Center Coordinator, Regional Emergency Medical Center, Wonkwang University Hospital, Iksan, Korea
2Charge Nurse, Wonkwang University Hospital, Iksan, Korea
3Lecturer, Department of Nursing, Wonkwang University, Iksan, Korea
4Registered Nurse, Wonkwang University Hospital, Iksan, Korea
5Associate Professor, Department of Nursing, Wonkwang University, Iksan, Korea
Copyright © 2022 Korean Academy of Child Health Nursing.
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial and No Derivatives License (https://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted non-commercial use, distribution of the material without any modifications, and reproduction in any medium, provided the original works properly cited.
Authors' contribution
Conceptualization: all authors; Data curation, Formal analysis: all authors; Writing-original draft, Writing-review and editing: all authors; Final approval of the published version: all authors.
Conflict of interest
No existing or potential conflict of interest relevant to this article was reported.
First author (year) | Country | Academic field | Study design | Aims | Study population (sample size) | Intervention contents | Duration of intervention | Outcome variables | Key finding |
---|---|---|---|---|---|---|---|---|---|
Jang and Jeon (2016) [10] | South Korea | Social welfare | Experimental study | To verify the efficacy of parental safety education | Parents of infants and toddlers (EG 60, CG 60, total 120) | [Parental safety education] | 8 sessions, 2 months | - Safety knowledge | This study identified the possibility of verifying an intervention's efficacy through an elaborative model of safety education. |
1. Orientation | - Safety attitudes | ||||||||
2. Development and safety of children | |||||||||
3. Prevent falls and maintain a safe environment at home | |||||||||
4. Make safety regulations | |||||||||
5. Fire safety | |||||||||
6. Internet school newsletter site on safety | |||||||||
7. Bathroom safety, electronic facility maintenance | |||||||||
8. Emergency treatment | |||||||||
Mun and Huh (2015) [24] | South Korea | Early childhood education | Methodological study | To develop a parental safety education program | Parents of infants and toddlers (not applicable) | [Parental safety education program] | 7 sessions | Not applicable | This program was effective in strengthening the competence of parents to ensure the safety of infants and toddlers by developing their knowledge, skills, and attitudes related to safety. |
1. Child development and safety accidents | |||||||||
2. Hazard factors and safety rules at home | |||||||||
3. First aid | |||||||||
4. Sexual violence and child abuse | |||||||||
5. TV, internet, smartphone addiction | |||||||||
6. Missing children and kidnapping | |||||||||
7. Disaster preparedness | |||||||||
Yoon and Jung (2012) [7] | South Korea | Child welfare | Experimental study, one group | To develop and analyze the effectiveness of an education program aimed at parents for the prevention of safety accidents at home | Mothers sending their children aged 1 to 6 years to daycare (963) | [Parental education program for home safety] | 2 sessions, 3 hours | - Home safety knowledge | Active types of education, such as demonstrations using safety products, are more effective. |
1. Types of safety accidents by age | - Home safety behaviors | ||||||||
2. Prevention of safety accidents at home | - Program satisfaction | ||||||||
3. First aid | |||||||||
Lehna et al. (2015) [8] | USA | Nursing | Longitudinal intervention study | 1. To measure HFS knowledge | Parents of infants (EG 103) | [Home Safe Home] | One time for 5 minutes | - HFS knowledge | Using DVDs was an effective educational tool for increasing HFS knowledge. |
2. To describe HFS practices | 1. Burn prevention measures | - US Fire | |||||||
2. Immediate treatment and care for burns | Administration/Federal | ||||||||
3. HFS practices in the kitchen and bathroom, proper smoke alarm installation and testing methods, heating and electrical safety, and burn first aid | Emergency Management | ||||||||
Agency Home Safety Checklist | |||||||||
Walcott et al. (2018) [12] | USA | Public health | Descriptive survey | 1. To assess knowledge and behaviors regarding sleep position and sleep location | Parents of newborns in Georgia (420) | Not applicable | Not applicable | - Knowledge of safe infant sleep | This program was effective in cultivating high levels of parental knowledge and behaviors in trainees. |
- Infant sleep practices | |||||||||
2. To identify the characteristics of parents related to positive safe sleep knowledge and behaviors | - Sleep quality and quantity | ||||||||
- Postpartum depression | |||||||||
Mytton et al. (2014) [16] | England | Child and adolescent health | Multicenter cluster randomized controlled trial | To develop and assess the feasibility of a FAST program | Parents or guardians of children aged older than 5 years (32) | [FAST parenting program] | 6 months | - Parent-reported home injuries | It is important to recruit parents using non-stigmatized methods. |
1. Injury risk and safety scenarios | - Child behavior | ||||||||
- Parental knowledge | |||||||||
2. Parenting UK & the Whoops! Child Safety Project | - Parent-reported home safety practice | ||||||||
- Maternal well-being | |||||||||
- Parenting style and practice | |||||||||
Swartz et al. (2013) [18] | USA | Not reported | Randomized controlled trial | To evaluate the Keeping Baby Safe In and Around the Car campaign | Parents of children aged 0 to 24 months (195) | [Keeping Baby Safe In and Around the Car] | 45 minutes | - Vehicle safety knowledge quiz | Using the DVD resulted in significant gains in parents' knowledge and their ability to discriminate the critical elements of a car seat. |
1. Safety hazards for young children in and around vehicles | - Child safety seat installation simulation test | ||||||||
2. Methods for choosing, installing, and using child safety seats | - User satisfaction | ||||||||
Wang et al. (2022) [28] | USA | Medicine | Randomized controlled trial | 1. To identify the attendance profile of a toddler safety intervention | Mothers of toddlers (91) | [The toddler safety promotion intervention] | 8 sessions | - Attendance | To ensure a program's effectiveness, risk factors for maternal low attendance to interventions must be identified, and strategies to promote attendance should be devised. |
1. Fire prevention | - Maternal depressive symptoms | ||||||||
2. To assess its relationship to relationships maternal depressive symptoms and reduction of home safety problems | 2. Fall prevention | - Home safety problems | |||||||
3. Poison control | |||||||||
4. Car seat use | |||||||||
Perez et al. (2020) [17] | USA | Medicine | Prospective intervention study | 1. To evaluate parental knowledge and practice related to the correct use of CRS | Parents or caregivers of children (170) | [PED-based intervention] | One-time, one-on-one education | - Parental knowledge of CRS | - Children cannot be expected to appropriately use a CRS. |
1. Vehicle year | |||||||||
2. To determine the efficacy of a brief PED educational intervention | 2. Restraint type and selection | - Future educational efforts should focus on rear-facing and booster seat age-group children. | |||||||
3. Installation and harness aspects | |||||||||
Cheraghi et al. (2014) [4] | Iran | Public health | Randomized controlled trial | To assess the effectiveness of HBM-related education | Mothers with children aged<5 years (EG 60, CG 60, total 120) | [Educational programs based on the HBM] | 4 sessions, for 1 hour, twice per week | - Knowledge, practices, and HBM constructs | Education based on the HBM can be used as an effective approach for a program to prevent injury and promote safety in children. |
Injury prevention (falls, burns, poisonings) | - History of recent injuris to the child | ||||||||
Kahriman and Karadeniz (2018) [11] | Turkey | Nursing | Quasi-experimental study, single group, pretest and posttest | To raise mothers' awareness and knowledge regarding pediatric injuries at home | Mothers with children aged 0-6 years (300) | To identify pediatric injury risks in the home environment | 2 sessions | - Identification scale of safety precautions for the prevention of pediatric injuries | This program for mothers to prevent pediatric injuries was effective in improving awareness. |
- Risk assessment form for pediatric injuries | |||||||||
Whiteside- Mansell et al. (2017) [13] | USA | Medicine | Naturalistic study | To assess intervention outcomes targeting safe sleep | Women with infants from birth to 6 months of age (78) | Not applicable | Not applicable | - Newborn sleep safety survey | The Newborn Sleep Safety Survey is available to assess parent adherence to recommendations. |
1) Supine sleep position | |||||||||
2) Firm sleep surface | |||||||||
3) Separate sleep location and room sharing | |||||||||
4) Bedding safety- soft or loose bedding | |||||||||
5) Avoid overheating | |||||||||
6) Use of a pacifier | |||||||||
Zundo et al. (2017) [14] | USA | Nursing | Integrative literature review | To examine factors associated with parental noncompliance with supine sleeping position recommendation | Studies (16) | Not applicable | Not applicable | - Parent knowledge about sleep position | Noncompliance with sleeping position is related to knowledge level, ethnicity, education level, and income of parents, as well as sources of advice, infant comfort, and quality of infant sleep. |
- Source of advice | |||||||||
- Infant comfort | |||||||||
- Safety concerns | |||||||||
- Race and ethnicity | |||||||||
- Educational level and income | |||||||||
Kendi et al. (2021) [27] | USA | Medicine | Qualitative study | To explore barriers and facilitators to optimal CRS use | Parents of newborn infants (30) | Not applicable | Not applicable | Not applicable | The barriers and facilitators to CRS use were motor vehicle and CRS features, resources, and parental factors. |
Chae and You (2017) [3] | South Korea | Early childhood education | Descriptive studies | To examine the current status and needs of safety education in households | Mothers of infants and toddlers (239) | Not applicable | Not applicable | - Safety education status | The needs for safety education included playtime safety, missing and kidnapping, sexual and child abuse, and traffic safety. |
- Needs for safety education | |||||||||
Chow et al. (2016) [9] | China | Medicine | Randomized clinical trial | To examine the effectiveness of a technology-based injury prevention program | Mothers (EG 154, CG 154, total 308) | [Web- and mobile-app-based safety materials] | Not report | - General safety knowledge | The technology-based intervention is effective in improving parents' knowledge of child safety and raising their awareness about injuries and prevention at home. |
1. 5-2 months: falls, scalds, sleeping safety, suffocation, drowning | - Age-appropriate safety questionnaire | ||||||||
2. 6 months: falls, burns, medicine poisoning, drowning, toy hazards | - Injury prevention behavior checklist | ||||||||
3. 9 months: concussion, drowning, driving hazards, finger pinching | - Website and mobile app usage statistics | ||||||||
4. 12 months: poisoning, falls, sunburn, driving hazards | - Website and mobile app user acceptance | ||||||||
5. 18 months: poisoning, falls, sunburn, driving hazards | |||||||||
Jang and Kim (2015) [15] | South Korea | Nursing | Nonequivalent control group pretest-posttest design | To develop an effective verification of an infant sleep health education program | Primiparous women from postpartum care centers (EG I 17, EG II 15, CG 27, total 59) | [Infant sleep health education program] | One-time session lasting 60 minutes | - Knowledge about infant sleep health | This program is effective for sleep health in infants by increasing the mothers' role confidence. |
1. Orientation | - Confidence in the performance of mothers' roles | ||||||||
2. Physiology of sleep | |||||||||
3. Care for sleep-activity cycle/SIDS | |||||||||
4. Sleep-activity cycle of infant | |||||||||
5. SIDS | |||||||||
6. Sleep disturbance | |||||||||
Mello et al. (2019) [29] | USA | Medicine | Qualitative study | To assess the feasibility and acceptability of mobile safety | Young mothers aged 15-20 years (20) | [mSafety] | Not applicable | Not applicable | Intervention using a mobile application received positive feedback from young mothers for preventing injuries for their children. |
1. Injury prevention knowledge | |||||||||
2. Home safety behavior | |||||||||
Moon et al. (2017) [25] | USA | Medicine | Randomized clinical trial | 1. To assess the effectiveness of 2 interventions separately and combined | Mothers of healthy-term newborns (1,263) | [Nursing quality improvement intervention] | Daily for the first 11 days | - Infant safe sleep practice recommendations from the AAP | A mobile intervention was effective in improving adherence to infant safe sleep practices. |
2. To promote infant safe sleep practices | 1. Key message | Every 3-4 days for 60 days | |||||||
2. Role modeling | |||||||||
[Mobile health messaging intervention] | |||||||||
1. Health messages and educational videos to be delivered by email or text messages | |||||||||
Wang et al. (2018) [26] | USA | Medicine | Randomized, parallel-group trial | To examine the effectiveness of an intervention grounded in social cognitive theory | Low-income mothers with toddlers (EG 91, CG 186, total 277) | [Safety intervention] | 8 sessions | - Home safety problems | A safety intervention based on social cognitive theory was effective in promoting a safe home environment for toddlers. |
1. Fire prevention | - Self-efficacy of safety measures | ||||||||
2. Fall prevention | |||||||||
3. Poison control | |||||||||
4. Car seat |
Characteristics | Categories | n (%) |
---|---|---|
Country of origin | USA | 11 (55.0) |
South Korea | 5 (25.0) | |
UK, Iran, Turkey, or China | 4 (20.0) | |
Academic field | Medicine | 9 (45.0) |
Nursing | 4 (20.0) | |
Public health | 3 (15.0) | |
Social welfare | 2 (10.0) | |
Education | 2 (10.0) | |
Study design | Experimental study | 7 (35.0) |
RCT | 6 (30.0) | |
Descriptive study | 3 (15.0) | |
Qualitative study | 2 (10.0) | |
Methodological study | 1 (5.0) | |
Literature review | 1 (5.0) | |
Study population | Mothers | 11 (55.0) |
Parents | 8 (40.0) | |
Studies | 1 (5.0) | |
Intervention contents (n=15)* | General information regarding children's safety | 3 (20.0) |
Fall safety | 6 (40.0) | |
Fire safety | 6 (40.0) | |
CRS | 5 (33.3) | |
Emergency treatment | 5 (33.3) | |
Poison prevention | 5 (33.3) | |
Safe home environment | 3 (20.0) | |
Sleeping safety | 3 (20.0) | |
Injury prevention | 2 (13.3) | |
Concussion prevention | 1 (6.7) | |
Drowning prevention | 1 (6.7) | |
Toy safety | 1 (6.7) | |
Kidnapping prevention | 1 (6.7) | |
Number of intervention sessions (n=11) | Eight | 3 (27.3) |
Seven | 1 (9.1) | |
Four | 1 (9.1) | |
Two | 2 (18.2) | |
One | 4 (36.4) | |
Intervention materials (n=13)* | Videos | 4 (30.8) |
Safety equipment | 2 (15.4) | |
Supervision | 2 (15.4) | |
Home visits | 2 (15.4) | |
Telephone calls | 2 (15.4) | |
Text messages | 2 (15.4) | |
Booklets | 2 (15.4) | |
PowerPoint slides | 2 (15.4) | |
Discussions | 1 (7.7) | |
Roleplay | 1 (7.7) | |
Mobile applications | 1 (7.7) |
Categories | Contents |
---|---|
Preventive precautions | Creating a safe home environment [3,4,7-16,24-26] |
Awareness improvement [4,7-14,16,18,24,26-29] | |
Building knowledge [3,4,7-12,14-18,24-29] | |
Characteristics of children's developmental stages | Cognitive development [3,4,7,8,10,11,16,24,26] |
Physical and motor development [3,7,9-11,15,16,18,24,26,27] | |
Encouraging voluntary participation | Using text messages [9,17,18,25-27] |
Using interactions [4,9,10,16,24,25,28] | |
Demand-based interventions [3,7,8,10,11,13,16,28,29] | |
Continuity of interventions | Repeated interventions [3,7-11,14,15,17,18,25,27] |
Systematic interventions [3,4,7-10,15,16,18,24-26] | |
Continuing interventions [8,10,17,25] | |
Teaching methods | Providing safety packages [3,7,8,12,14,16,18,24,26] |
Providing practical experience [7,18,24,27] | |
Providing feedback [17,26,27,29] |
Database | Search | Queries | Items found |
---|---|---|---|
PubMed | #4 | #2 AND #3 | 317 |
#3 | "safety" [MeSH Terms] OR "safe*" [Title/Abstract] AND (("education" [MeSH Terms] OR "educat*" [Title/Abstract]) OR "program*" [Title/Abstract]) AND ("early medical intervention" [MeSH Terms] OR "intervent*" [Title/Abstract]) | 14,889 | |
#2 | (("Infant" [MeSH Terms] OR "infant*" [Title/Abstract]) OR "toddler*" [Title/Abstract]) AND ("Parents" [MeSH Terms] OR "parent*" [Title/Abstract]) AND (2012:2022 [pdat]) | 45,046 | |
#1 | (("Infant" [MeSH Terms] OR "infant*" [Title/Abstract]) AND "toddler*" [Title/Abstract]) AND (2012:2022 [pdat]) | 5,851 | |
CINAHL | #S4 | #S2 AND #S3 | 180 |
#S3 | ((MM "Safety") OR TI Safe* OR SU Safe*) AND ((MM "education") OR TI educat* OR SU educat*) OR (TI program* OR SU program*) AND (TI intervent* OR SU intervent* OR (MM "Early Childhood Intervention")) | 9,334 | |
#S2 | S1 AND ((MM "Parents") OR TI parent* OR SU parent* OR AB parent*) | 21,282 | |
#S1 | ((MM "Infant") OR TI Infant* OR SU Infant* OR AB Infant*) OR (TI Toddler* OR SU Toddler* OR AB Toddler*) | 173,948 | |
RISS | #3 | #1<AND>#2 | 27 |
#2 | Safety<AND>(intervention<OR>education program) | 1,731 | |
#1 | Parent<AND>(infant<OR>toddler) | 1,687 | |
KISS | #3 | #1 AND #2 | 1,613 |
#2 | Safety<AND>intervention<OR>education program | 1,621 | |
#1 | Parent<AND>infant<OR>toddler | 261 |
First author (year) | Country | Academic field | Study design | Aims | Study population (sample size) | Intervention contents | Duration of intervention | Outcome variables | Key finding |
---|---|---|---|---|---|---|---|---|---|
Jang and Jeon (2016) [10] | South Korea | Social welfare | Experimental study | To verify the efficacy of parental safety education | Parents of infants and toddlers (EG 60, CG 60, total 120) | [Parental safety education] | 8 sessions, 2 months | - Safety knowledge | This study identified the possibility of verifying an intervention's efficacy through an elaborative model of safety education. |
1. Orientation | - Safety attitudes | ||||||||
2. Development and safety of children | |||||||||
3. Prevent falls and maintain a safe environment at home | |||||||||
4. Make safety regulations | |||||||||
5. Fire safety | |||||||||
6. Internet school newsletter site on safety | |||||||||
7. Bathroom safety, electronic facility maintenance | |||||||||
8. Emergency treatment | |||||||||
Mun and Huh (2015) [24] | South Korea | Early childhood education | Methodological study | To develop a parental safety education program | Parents of infants and toddlers (not applicable) | [Parental safety education program] | 7 sessions | Not applicable | This program was effective in strengthening the competence of parents to ensure the safety of infants and toddlers by developing their knowledge, skills, and attitudes related to safety. |
1. Child development and safety accidents | |||||||||
2. Hazard factors and safety rules at home | |||||||||
3. First aid | |||||||||
4. Sexual violence and child abuse | |||||||||
5. TV, internet, smartphone addiction | |||||||||
6. Missing children and kidnapping | |||||||||
7. Disaster preparedness | |||||||||
Yoon and Jung (2012) [7] | South Korea | Child welfare | Experimental study, one group | To develop and analyze the effectiveness of an education program aimed at parents for the prevention of safety accidents at home | Mothers sending their children aged 1 to 6 years to daycare (963) | [Parental education program for home safety] | 2 sessions, 3 hours | - Home safety knowledge | Active types of education, such as demonstrations using safety products, are more effective. |
1. Types of safety accidents by age | - Home safety behaviors | ||||||||
2. Prevention of safety accidents at home | - Program satisfaction | ||||||||
3. First aid | |||||||||
Lehna et al. (2015) [8] | USA | Nursing | Longitudinal intervention study | 1. To measure HFS knowledge | Parents of infants (EG 103) | [Home Safe Home] | One time for 5 minutes | - HFS knowledge | Using DVDs was an effective educational tool for increasing HFS knowledge. |
2. To describe HFS practices | 1. Burn prevention measures | - US Fire | |||||||
2. Immediate treatment and care for burns | Administration/Federal | ||||||||
3. HFS practices in the kitchen and bathroom, proper smoke alarm installation and testing methods, heating and electrical safety, and burn first aid | Emergency Management | ||||||||
Agency Home Safety Checklist | |||||||||
Walcott et al. (2018) [12] | USA | Public health | Descriptive survey | 1. To assess knowledge and behaviors regarding sleep position and sleep location | Parents of newborns in Georgia (420) | Not applicable | Not applicable | - Knowledge of safe infant sleep | This program was effective in cultivating high levels of parental knowledge and behaviors in trainees. |
- Infant sleep practices | |||||||||
2. To identify the characteristics of parents related to positive safe sleep knowledge and behaviors | - Sleep quality and quantity | ||||||||
- Postpartum depression | |||||||||
Mytton et al. (2014) [16] | England | Child and adolescent health | Multicenter cluster randomized controlled trial | To develop and assess the feasibility of a FAST program | Parents or guardians of children aged older than 5 years (32) | [FAST parenting program] | 6 months | - Parent-reported home injuries | It is important to recruit parents using non-stigmatized methods. |
1. Injury risk and safety scenarios | - Child behavior | ||||||||
- Parental knowledge | |||||||||
2. Parenting UK & the Whoops! Child Safety Project | - Parent-reported home safety practice | ||||||||
- Maternal well-being | |||||||||
- Parenting style and practice | |||||||||
Swartz et al. (2013) [18] | USA | Not reported | Randomized controlled trial | To evaluate the Keeping Baby Safe In and Around the Car campaign | Parents of children aged 0 to 24 months (195) | [Keeping Baby Safe In and Around the Car] | 45 minutes | - Vehicle safety knowledge quiz | Using the DVD resulted in significant gains in parents' knowledge and their ability to discriminate the critical elements of a car seat. |
1. Safety hazards for young children in and around vehicles | - Child safety seat installation simulation test | ||||||||
2. Methods for choosing, installing, and using child safety seats | - User satisfaction | ||||||||
Wang et al. (2022) [28] | USA | Medicine | Randomized controlled trial | 1. To identify the attendance profile of a toddler safety intervention | Mothers of toddlers (91) | [The toddler safety promotion intervention] | 8 sessions | - Attendance | To ensure a program's effectiveness, risk factors for maternal low attendance to interventions must be identified, and strategies to promote attendance should be devised. |
1. Fire prevention | - Maternal depressive symptoms | ||||||||
2. To assess its relationship to relationships maternal depressive symptoms and reduction of home safety problems | 2. Fall prevention | - Home safety problems | |||||||
3. Poison control | |||||||||
4. Car seat use | |||||||||
Perez et al. (2020) [17] | USA | Medicine | Prospective intervention study | 1. To evaluate parental knowledge and practice related to the correct use of CRS | Parents or caregivers of children (170) | [PED-based intervention] | One-time, one-on-one education | - Parental knowledge of CRS | - Children cannot be expected to appropriately use a CRS. |
1. Vehicle year | |||||||||
2. To determine the efficacy of a brief PED educational intervention | 2. Restraint type and selection | - Future educational efforts should focus on rear-facing and booster seat age-group children. | |||||||
3. Installation and harness aspects | |||||||||
Cheraghi et al. (2014) [4] | Iran | Public health | Randomized controlled trial | To assess the effectiveness of HBM-related education | Mothers with children aged<5 years (EG 60, CG 60, total 120) | [Educational programs based on the HBM] | 4 sessions, for 1 hour, twice per week | - Knowledge, practices, and HBM constructs | Education based on the HBM can be used as an effective approach for a program to prevent injury and promote safety in children. |
Injury prevention (falls, burns, poisonings) | - History of recent injuris to the child | ||||||||
Kahriman and Karadeniz (2018) [11] | Turkey | Nursing | Quasi-experimental study, single group, pretest and posttest | To raise mothers' awareness and knowledge regarding pediatric injuries at home | Mothers with children aged 0-6 years (300) | To identify pediatric injury risks in the home environment | 2 sessions | - Identification scale of safety precautions for the prevention of pediatric injuries | This program for mothers to prevent pediatric injuries was effective in improving awareness. |
- Risk assessment form for pediatric injuries | |||||||||
Whiteside- Mansell et al. (2017) [13] | USA | Medicine | Naturalistic study | To assess intervention outcomes targeting safe sleep | Women with infants from birth to 6 months of age (78) | Not applicable | Not applicable | - Newborn sleep safety survey | The Newborn Sleep Safety Survey is available to assess parent adherence to recommendations. |
1) Supine sleep position | |||||||||
2) Firm sleep surface | |||||||||
3) Separate sleep location and room sharing | |||||||||
4) Bedding safety- soft or loose bedding | |||||||||
5) Avoid overheating | |||||||||
6) Use of a pacifier | |||||||||
Zundo et al. (2017) [14] | USA | Nursing | Integrative literature review | To examine factors associated with parental noncompliance with supine sleeping position recommendation | Studies (16) | Not applicable | Not applicable | - Parent knowledge about sleep position | Noncompliance with sleeping position is related to knowledge level, ethnicity, education level, and income of parents, as well as sources of advice, infant comfort, and quality of infant sleep. |
- Source of advice | |||||||||
- Infant comfort | |||||||||
- Safety concerns | |||||||||
- Race and ethnicity | |||||||||
- Educational level and income | |||||||||
Kendi et al. (2021) [27] | USA | Medicine | Qualitative study | To explore barriers and facilitators to optimal CRS use | Parents of newborn infants (30) | Not applicable | Not applicable | Not applicable | The barriers and facilitators to CRS use were motor vehicle and CRS features, resources, and parental factors. |
Chae and You (2017) [3] | South Korea | Early childhood education | Descriptive studies | To examine the current status and needs of safety education in households | Mothers of infants and toddlers (239) | Not applicable | Not applicable | - Safety education status | The needs for safety education included playtime safety, missing and kidnapping, sexual and child abuse, and traffic safety. |
- Needs for safety education | |||||||||
Chow et al. (2016) [9] | China | Medicine | Randomized clinical trial | To examine the effectiveness of a technology-based injury prevention program | Mothers (EG 154, CG 154, total 308) | [Web- and mobile-app-based safety materials] | Not report | - General safety knowledge | The technology-based intervention is effective in improving parents' knowledge of child safety and raising their awareness about injuries and prevention at home. |
1. 5-2 months: falls, scalds, sleeping safety, suffocation, drowning | - Age-appropriate safety questionnaire | ||||||||
2. 6 months: falls, burns, medicine poisoning, drowning, toy hazards | - Injury prevention behavior checklist | ||||||||
3. 9 months: concussion, drowning, driving hazards, finger pinching | - Website and mobile app usage statistics | ||||||||
4. 12 months: poisoning, falls, sunburn, driving hazards | - Website and mobile app user acceptance | ||||||||
5. 18 months: poisoning, falls, sunburn, driving hazards | |||||||||
Jang and Kim (2015) [15] | South Korea | Nursing | Nonequivalent control group pretest-posttest design | To develop an effective verification of an infant sleep health education program | Primiparous women from postpartum care centers (EG I 17, EG II 15, CG 27, total 59) | [Infant sleep health education program] | One-time session lasting 60 minutes | - Knowledge about infant sleep health | This program is effective for sleep health in infants by increasing the mothers' role confidence. |
1. Orientation | - Confidence in the performance of mothers' roles | ||||||||
2. Physiology of sleep | |||||||||
3. Care for sleep-activity cycle/SIDS | |||||||||
4. Sleep-activity cycle of infant | |||||||||
5. SIDS | |||||||||
6. Sleep disturbance | |||||||||
Mello et al. (2019) [29] | USA | Medicine | Qualitative study | To assess the feasibility and acceptability of mobile safety | Young mothers aged 15-20 years (20) | [mSafety] | Not applicable | Not applicable | Intervention using a mobile application received positive feedback from young mothers for preventing injuries for their children. |
1. Injury prevention knowledge | |||||||||
2. Home safety behavior | |||||||||
Moon et al. (2017) [25] | USA | Medicine | Randomized clinical trial | 1. To assess the effectiveness of 2 interventions separately and combined | Mothers of healthy-term newborns (1,263) | [Nursing quality improvement intervention] | Daily for the first 11 days | - Infant safe sleep practice recommendations from the AAP | A mobile intervention was effective in improving adherence to infant safe sleep practices. |
2. To promote infant safe sleep practices | 1. Key message | Every 3-4 days for 60 days | |||||||
2. Role modeling | |||||||||
[Mobile health messaging intervention] | |||||||||
1. Health messages and educational videos to be delivered by email or text messages | |||||||||
Wang et al. (2018) [26] | USA | Medicine | Randomized, parallel-group trial | To examine the effectiveness of an intervention grounded in social cognitive theory | Low-income mothers with toddlers (EG 91, CG 186, total 277) | [Safety intervention] | 8 sessions | - Home safety problems | A safety intervention based on social cognitive theory was effective in promoting a safe home environment for toddlers. |
1. Fire prevention | - Self-efficacy of safety measures | ||||||||
2. Fall prevention | |||||||||
3. Poison control | |||||||||
4. Car seat |
Characteristics | Categories | n (%) |
---|---|---|
Country of origin | USA | 11 (55.0) |
South Korea | 5 (25.0) | |
UK, Iran, Turkey, or China | 4 (20.0) | |
Academic field | Medicine | 9 (45.0) |
Nursing | 4 (20.0) | |
Public health | 3 (15.0) | |
Social welfare | 2 (10.0) | |
Education | 2 (10.0) | |
Study design | Experimental study | 7 (35.0) |
RCT | 6 (30.0) | |
Descriptive study | 3 (15.0) | |
Qualitative study | 2 (10.0) | |
Methodological study | 1 (5.0) | |
Literature review | 1 (5.0) | |
Study population | Mothers | 11 (55.0) |
Parents | 8 (40.0) | |
Studies | 1 (5.0) | |
Intervention contents (n=15) |
General information regarding children's safety | 3 (20.0) |
Fall safety | 6 (40.0) | |
Fire safety | 6 (40.0) | |
CRS | 5 (33.3) | |
Emergency treatment | 5 (33.3) | |
Poison prevention | 5 (33.3) | |
Safe home environment | 3 (20.0) | |
Sleeping safety | 3 (20.0) | |
Injury prevention | 2 (13.3) | |
Concussion prevention | 1 (6.7) | |
Drowning prevention | 1 (6.7) | |
Toy safety | 1 (6.7) | |
Kidnapping prevention | 1 (6.7) | |
Number of intervention sessions (n=11) | Eight | 3 (27.3) |
Seven | 1 (9.1) | |
Four | 1 (9.1) | |
Two | 2 (18.2) | |
One | 4 (36.4) | |
Intervention materials (n=13) |
Videos | 4 (30.8) |
Safety equipment | 2 (15.4) | |
Supervision | 2 (15.4) | |
Home visits | 2 (15.4) | |
Telephone calls | 2 (15.4) | |
Text messages | 2 (15.4) | |
Booklets | 2 (15.4) | |
PowerPoint slides | 2 (15.4) | |
Discussions | 1 (7.7) | |
Roleplay | 1 (7.7) | |
Mobile applications | 1 (7.7) |
Categories | Contents |
---|---|
Preventive precautions | Creating a safe home environment [3,4,7-16,24-26] |
Awareness improvement [4,7-14,16,18,24,26-29] | |
Building knowledge [3,4,7-12,14-18,24-29] | |
Characteristics of children's developmental stages | Cognitive development [3,4,7,8,10,11,16,24,26] |
Physical and motor development [3,7,9-11,15,16,18,24,26,27] | |
Encouraging voluntary participation | Using text messages [9,17,18,25-27] |
Using interactions [4,9,10,16,24,25,28] | |
Demand-based interventions [3,7,8,10,11,13,16,28,29] | |
Continuity of interventions | Repeated interventions [3,7-11,14,15,17,18,25,27] |
Systematic interventions [3,4,7-10,15,16,18,24-26] | |
Continuing interventions [8,10,17,25] | |
Teaching methods | Providing safety packages [3,7,8,12,14,16,18,24,26] |
Providing practical experience [7,18,24,27] | |
Providing feedback [17,26,27,29] |
AB, abstract fields; CINAHL, Cumulative Index to Nursing and Allied Health Literature; KISS, Koreanstudies Information Service System; MeSH, medical subject headings; MM, CINAHL exact major subject headings; RISS, Research Information Sharing Service; SU, subject heading; TI, terms in the title.
CG, control group; DVDs, digital video discs; EG, experimental group; FAST, first aid advice and safety training; HFS, home fire safety; TV, television; UK, United Kingdom; USA, United States of America.
Multiple responses possible; CRS, car restraint system; RCT, randomized clinical trial; UK, United Kingdom; USA, United States of America.