INTRODUCTION:

Childhood injuries are one of the leading causes of death and disability among children under five years of age worldwide. According to global health estimates, millions of children suffer from non-fatal injuries every year, many of which result in long-term physical and psychological consequences. The burden of childhood injuries is particularly high in low- and middle-income countries, where awareness regarding preventive safety measures is limited and environmental hazards are more prevalent.^1-3

Most childhood injuries occur in domestic settings, which are generally perceived as safe environments. However, homes often contain multiple hidden risks such as open electrical sockets, unsafe staircases, sharp objects, hot liquids, medications, and toxic substances. In addition, lack of constant supervision increases the likelihood of accidents such as falls, burns, poisoning, choking, and drowning.^4-6

In India, accidental injuries contribute significantly to under-five morbidity and mortality. Despite various public health efforts, awareness regarding home safety among mothers remains inadequate. Mothers are the primary caregivers of young children and play a crucial role in preventing injuries. Their knowledge, attitude, and practices directly influence child safety outcomes.^7-9

Studies have shown that inadequate maternal knowledge is a major contributing factor to accidental injuries in children.^10-12 Health education plays a vital role in promoting preventive behaviors. Among various methods, informational booklets are considered effective because they provide structured, simple, and easily accessible information.^13-15

Community health nursing emphasizes preventive care and health promotion at the grassroots level. Nurses play an important role in educating mothers regarding child safety practices.^16-18

MATERIAL AND METHODS:

Research design:

A quantitative research approach with a pre-experimental one-group pre-test post-test design was used to assess the effectiveness of the informational booklet.

Study setting:

The study was conducted in a selected urban community area of Mumbai, Maharashtra, India.

Population:

The target population included mothers of under-five children residing in the selected urban community.

Sample Size:

A total of 60 mothers were included in the study.

Sampling Technique:

Non-probability purposive sampling technique was used to select participants based on inclusion criteria.

Inclusion Criteria:

· Mothers having at least one child under five years of age

· Willing to participate in the study

· Available during data collection period

Exclusion Criteria:

· Mothers working as healthcare professionals

· Mothers who had previously participated in similar educational programs

Data Collection Tool:

A structured knowledge questionnaire was developed to assess maternal knowledge regarding prevention of childhood accidents. The tool included questions related to:

· Falls prevention

· Burn prevention

· Poisoning prevention

· Choking prevention

· Drowning prevention

Each correct answer was awarded one mark. Total scores were categorized into poor, average, and good knowledge levels.

Validation of tool:

The tool was validated by experts in pediatric and community health nursing to ensure content validity and clarity.

Intervention:

An informational booklet was developed in simple language with pictorial illustrations. It included information on common childhood accidents, causes, warning signs, and preventive measures. The booklet was distributed to participants after pre-test assessment.

Procedure:

Data collection was carried out in three phases:

1. Pre-test: Assessment of baseline knowledge using structured questionnaire

2. Intervention: Distribution and explanation of informational booklet

3. Post-test: Assessment of knowledge after intervention using same questionnaire

Statistical Analysis:

Data were analyzed using:

· Descriptive statistics: mean, standard deviation, frequency, percentage

· Inferential statistics: paired t-test for comparison of pre-test and post-test scores

· Chi-square test for association between knowledge and demographic variables

RESULTS:

The findings of the study revealed a significant improvement in knowledge scores after administration of the informational booklet.

Table 1: comparison of pre-test and post-test knowledge scores (n = 60)

Assessment	Mean	Sd	Mean difference	t-value	p-value
Pre-test	12.67	1.58	6.73	18.92	<0.001
Post-test	19.40	1.30	6.73	18.92	<0.001

The mean pre-test knowledge score was 12.67±1.58, indicating that most mothers had inadequate knowledge regarding prevention of accidents in under-five children. After the intervention, the mean post-test score increased to 19.40±1.30, indicating substantial improvement.

The calculated t-value showed that the improvement in knowledge was statistically significant at p<0.001, indicating high effectiveness of the informational booklet.

Further analysis of knowledge categories revealed that before intervention, a majority of mothers had poor to average knowledge levels. After intervention, most mothers shifted to the good knowledge category, indicating effective learning and retention.

No significant association was found between post-test knowledge scores and demographic variables such as age, education, occupation, and previous exposure to health education. This suggests that the informational booklet was effective across all demographic groups.

The findings demonstrate that structured educational materials can significantly improve maternal knowledge in a short duration.

Table 2: Distribution of mothers according to knowledge level

Knowledge Level	Pre-test (%)	Post-test (%)
Poor (0–10)	35%	2%
Average (11–15)	55%	20%
Good (16–25)	10%	78%

Interpretation:

Table 2 shows the distribution of mothers according to their level of knowledge regarding prevention of accidents among under-five children in pre-test and post-test assessments.

In the pre-test, a considerable proportion of mothers (35%) had poor knowledge, while the majority (55%) had average knowledge, and only a small proportion (10%) demonstrated good knowledge. This indicates that baseline awareness regarding child accident prevention was inadequate among most mothers before the intervention.

However, in the post-test, a marked improvement was observed. The percentage of mothers with poor knowledge reduced significantly to 2%, while those with average knowledge decreased to 20%. In contrast, a substantial increase was seen in the good knowledge category, rising sharply to 78% after the administration of the informational booklet.

This shift clearly indicates that the informational booklet was effective in improving the knowledge level of mothers. The overall movement from lower knowledge categories (poor and average) to a higher knowledge category (good) demonstrates the positive impact of the educational intervention on maternal awareness regarding accident prevention in under-five children.

Table 3: Association between post-test knowledge and demographic variables

Variable	χ² value	p-value	Significance
Age	2.11	0.34	Not significant
Education	3.45	0.18	Not significant
Occupation	1.98	0.37	Not significant
Experience	2.67	0.26	Not significant

Interpretation:

Table 3 presents the association between post-test knowledge scores and selected demographic variables such as age, education, occupation, and experience.

The calculated chi-square values for all variables (age = 2.11, education = 3.45, occupation = 1.98, experience = 2.67) showed p-values greater than 0.05, indicating that none of the demographic variables had a statistically significant association with post-test knowledge scores.

This means that the effectiveness of the informational booklet in improving knowledge was independent of demographic factors. Mothers across different age groups, educational levels, occupations, and experience categories benefited equally from the intervention.

Thus, the findings suggest that the informational booklet was universally effective in enhancing knowledge regarding prevention of accidents among under-five children, regardless of participants’ demographic background.

DISCUSSION:

The present study demonstrated that informational booklet was highly effective in improving knowledge regarding prevention of accidents among mothers of under-five children. Similar findings have been reported in previous studies where educational interventions significantly improved caregiver knowledge regarding child safety.^4,5,14,18

The improvement observed in this study is consistent with several community-based studies which highlight that health education significantly improves awareness and preventive practices among mothers.^5,14,16 The absence of association between knowledge gain and demographic variables suggests that the intervention was universally effective irrespective of age, education, or occupation.

This highlights the importance of using standardized educational tools in community health nursing practice. Informational booklets are cost-effective, easy to distribute, and can be used repeatedly, making them suitable for large-scale community interventions.^15,17

CONCLUSION:

The study concluded that the informational booklet was an effective educational intervention in improving maternal knowledge regarding prevention of accidents among under-five children. The significant increase in post-test knowledge scores demonstrates its usefulness as a teaching strategy.

Since most childhood injuries are preventable, improving maternal awareness through structured educational materials can play a crucial role in reducing morbidity and mortality among young children. Community health nurses should incorporate such interventions in routine health education programs.

ACKNOWLEDGEMENTS:

The authors sincerely acknowledge the management and faculty of Holy Family Institute of Nursing Education, Kurla, Mumbai, for their support. The authors also thank all participating mothers for their cooperation.

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Received on 30.05.2026 Revised on 18.06.2026

Accepted on 03.07.2026 Published on 27.07.2026

Available online from August 01, 2026

Asian J. Nursing Education and Research. 2026;16(3):219-222.

DOI: 10.52711/2349-2996.2026.00044

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