en پرستاری Nursing پژوهشي Research <span style="font-family:Times New Roman;"><span style="font-size:11pt"><b><span style="font-size:12.0pt"><span style="color:black">Introduction </span></span></b><span style="font-size:12.0pt"><span style="color:black">Mothers of premature infants need adequate knowledge, skills, and confidence to cope effectively with the challenges associated with neonatal intensive care. Identifying educational strategies that strengthen maternal self-efficacy is therefore essential. This study aimed to examine the effect of teach-back&ndash;based education on the self-efficacy of mothers of premature infants admitted to the neonatal intensive care unit (NICU).</span></span></span><br> <span style="font-size:11pt"><b><span style="font-size:12.0pt"><span style="color:black">Methods </span></span></b><span style="font-size:12.0pt"><span style="color:black">This quasi-experimental study was conducted among 66 mothers of premature infants hospitalized in the NICU of Shahid Rahimi Hospital, Khorramabad, Iran, during 2022&ndash;2023. The control group received routine ward education, while in the intervention group, nurses&mdash;after completing a teach-back training workshop&mdash;used the teach-back method to educate mothers. Data were collected using a demographic information form and the Barnes Parental Self-Efficacy Questionnaire. Statistical analyses included paired t-test, independent t-test, Cohen&rsquo;s d effect size, chi-square, and Fisher&rsquo;s exact tests.</span></span></span><br> <span style="font-size:11pt"><b><span style="font-size:12.0pt"><span style="color:black">Results </span></span></b><span style="font-size:12.0pt"><span style="color:black">At baseline, there were no significant differences between the two groups in demographic characteristics or mean self-efficacy scores (P > 0.05). Following the intervention, a significant increase in mean self-efficacy scores was observed in both the intervention (P < 0.001, d = 1.624) and control (P < 0.001, d = 0.675) groups. However, the post-intervention mean self-efficacy score was significantly higher in the intervention group compared with the control group (P = 0.001, d = 0.885).</span></span></span><br> <span style="font-size:11pt"><b><span style="font-size:12.0pt"><span style="color:black">Conclusion </span></span></b><span style="font-size:12.0pt"><span style="color:black">Teach-back&ndash;based education had a stronger and more positive effect on the self-efficacy of mothers of premature infants than routine training. It is recommended that nurses integrate this method into routine care for mothers in NICUs and that nursing managers provide supportive conditions for implementing such retraining programs.</span></span></span></span><br> &nbsp; Teach-back education, maternal self-efficacy, mothers, preterm infants 57 65 http://unmf.umsu.ac.ir/browse.php?a_code=A-10-4445-1&slc_lang=en&sid=1 Mozhgan Mostafanezhad mzhgn.mst1994@gmail.com 100319475328460041283 100319475328460041283 No Student Research Committee, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran. Fatemeh Valizadeh valizadeh.f@lums.ac.ir 100319475328460041284 100319475328460041284 Yes Social Determinants of Health Research Center, School of Nursing and Midwifery Lorestan University of Medical Sciences, Khorramabad, Iran. Kimia Karami kbkarami@gmail.com 100319475328460041285 100319475328460041285 No Education Department of Nursing, School of Nursing and Midwifery Lorestan University of Medical Sciences, Khorramabad, Iran. Rasool Mohammadi rasool.mehr2002@gmail.com 100319475328460041286 100319475328460041286 No Health Research Center, Health and Nutritional School, Lorestan University of Medical Sciences, Khorramabad, Iran.