Background:The neuroprotective interventions are necessary for developing the brain of premature neonates. Neonatal nurses require continuing education about this subject and nowadays distance education is a possibility. Objectives: This study aimed to assess the impact of web-based teaching on knowledge, attitude, and practice of nurses in the neonatal intensive care unit. Methods: This quasi-experimental pre-and post-intervention study with a control group was conducted in 2018. A total number of 70 nurses from selected hospitals affiliated to the Iran University of Medical Sciences were assessed for their knowledge, attitude, and practice in seven neuroprotective core measures prior to the intervention. A four-week standardized training package was implemented in these hospitals through virtual classroom approach. After six weeks of post-intervention, all nurses who attended the virtual training were assessed for the same competencies using the WEE care assessment tool. The reliability of the tool was estimated by calculating the internal consistency of items (α = 0.95). The t test and repeated measures ANOVA were conducted to analyze the data using SPSS V. 16 software. Results:The findings indicated that the mean score of knowledge significantly increased (P < 0.001) in the web-based education group (21.97 ± 5.64) compared to the control group (13.94 ± 4.7). However, there was no significant difference between the two groups in the mean scores of attitude and practice. Conclusions: Web-based teaching was found to be effective in improving the knowledge of nurses; however, the results suggest that virtual teaching methods need to be developed to affect the attitude and practice of neonatal nurses.

Background: Mothers of preterm neonates are more concerned about their babies’ health than other mothers, which causes them to be worried and anxious. Meanwhile, the possibility of catching COVID-19 may increase their worries and anxiety and negatively affect their parenting roles. This study aims to determine the relationship between maternal fear and anxiety about COVID-19 and maternal role attainment in Iranian mothers with preterm neonates admitted to neonatal intensive care units (NICUs). Methods: This descriptive correlational study was conducted from June to July 2021 in 3 level-III NICUs in Tehran, Iran. The study samples were 211 mothers of preterm neonates who were recruited by convenience sampling. The study data were collected using a sociodemographic questionnaire, the Coronavirus anxiety scale, the fear of COVID-19 scale, and the maternal role adaptation scale in NICUs. The obtained data were analyzed utilizing the independent samples t-test, one-way ANOVA, and the Pearson correlation coefficient in SPSS software, version 23. P<0.05 was considered significant. Results: The mean scores of anxiety, fear, and maternal role attainment were 11.44±3.19, 26.49±5.92, and 57.61±11.95, respectively. There were weak, positive, and significant relationships between anxiety and fear (r=0.385, P<0.001), anxiety and maternal role attainment (r=0.213, P=0.002), and some dimensions: Participation in care, distant mothering, interaction, and growth and development (P<0.05). There were also weak, positive, and significant relationships between fear and maternal role attainment (r=0.204, P=0.003) and some dimensions: Participation in care and growth and development (P<0.05). Conclusion: Considering the relationship between the fear and anxiety of COVID-19 with maternal role attainment and the special importance of this issue in NICUs, evaluating the mental health of mothers with preterm neonates and implementing effective psychological interventions to support them is recommended.