Objective:

To evaluate the effectiveness of a virtual educational intervention on the knowledge regarding iron deficiency anemia in pregnant women.

Materials and method:

Pre-experimental pretest-posttest monogroup study carried in a health center in North Lima (Peru) with a population of 30 pregnant women. After the pretest, the educational intervention of planned and conducted using digital media and videoconference. After two weeks, the posttest was applied. The Kolmogorov-Smirnov test was used to determine the normal distribution of the variable knowledge about iron deficiency anemia. Subsequently, descriptive statistics were applied to evaluate participants' sociodemographic and obstetric characteristics, and inferential statistics to test the research hypothesis using the paired Student's t-test.

Results:

Participants' mean age was 27.33 years and 43.33% of them reported anemia. Most of the individuals in the sample had secondary education (60%), did not have a remunerative occupation (66.67%), were in the second trimester of pregnancy (63.33%), had attended only two prenatal controls (50%), and had more than one child (60%). An increase in knowledge about iron deficiency anemia was observed after the intervention (mean difference: 2.1 points, p < 0.001). Similarly, an increase in scores was observed in the dimensions of generalities of anemia, its consequences, and healthy eating habits.

Conclusions:

The virtual educational intervention is effective in increasing knowledge about iron deficiency anemia in pregnant women. Therefore, it is recommended that nursing professionals consistently apply this intervention to a broader population of pregnant women.

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