Enhancing Nurses’ Knowledge through Meleis’ Transition Theory-Based Educational Program for First-Time Mothers

Abstract

Objective: To evaluate the effectiveness and six-month retention of a Meleis’ Transition Theory–based educational intervention in improving nurses’ knowledge and self-efficacy

Study Design: A quasi-experimental, two-group, repeated-measures study
Place and Duration of Study: This study was conducted at the Al-Salam and Al-Khansaa Teaching Hospitals in Mosul, Iraq, from February 17, 2026 to April 17, 2026.

Methods: A total of 100 registered nurses were allocated to study and control groups (50 each). Knowledge and self-efficacy were assessed using a standardized questionnaire at three time points. Data was analyzed using
descriptive statistics, repeated-measures ANOVA, between-group comparisons, and effect-size estimates.

Results: Significant time-by-group differences were observed for all outcomes (p < .001). In the study group, knowledge increased from 10.10 ± 2.20 at baseline to 31.50 ± 1.70 post-intervention and remained above baseline at follow-up (22.10 ± 2.40). Self-efficacy increased from 20.80 ± 1.80 to 44.50 ± 1.50 and remained elevated at follow-up (32.50 ± 1.70). Combined scores increased from 30.90 ± 2.50 to 76.00 ± 2.40 and remained higher at six months (54.60 ± 2.50). The control group showed minimal changes. Effect sizes were large (η2 = .893–.936).

Conclusion: The Meleis’ Transition Theory–based educational intervention significantly improved nurses’ knowledge and self-efficacy, with substantial benefits retained at six months. Theory-based education may support sustained professional development in clinical nursing practice.