Shaken baby syndrome is a form of child abuse that exhibits no external sign of injury. A recent study by Starling, Holden, and Jenny (1995) indicated that approximately 3 0% of the perpetrators were nonparental child caregivers. The purpose of this study was to determine if there were differences in the knowledge level of shaken baby syndrome among adolescent babysitters before and after an educational intervention. The nursing theory. Modeling and Role-Modeling, was used to guide this study. Data were collected from a convenience and network sample consisting of 21 adolescents aged 12 to 17 years who reside in suburban north central Alabama. Participants answered the Shaken Baby Syndrome Questionnaire as a pretest. An educational intervention was provided on shaken baby syndrome and development of infants and toddlers. The Shaken Baby Syndrome Questionnaire was utilized as a posttest 3 weeks later. Data analysis was based on three categories in the Shaken Baby Syndrome Questionnaire: knowledge of shaken baby syndrome, areas of concern regarding shaken baby syndrome, and development of the infant and toddler. Data analysis included h test, frequency distributions, and measures of central tendency. Data revealed an improvement in general knowledge of shaken baby syndrome and a decrease in incorrect responses in areas of concern. Participants did not decrease the number of incorrect responses to the question dealing with developmental issues. Findings from this study suggested that general knowledge was statistically significant (p = .006) with educational intervention. Advanced practice nurses may use the results of this study to guide educational programs directed toward adolescent babysitters, day-care workers, and parents. Further research with a larger, more diverse sample is indicated.


Master of Science in Nursing (MSN)


Graduate Nursing

Degree Date


Publication Number


First Advisor

Dr. Patricia E. Smyth

Second Advisor

Sheila Adams

Third Advisor

Lorraine Hamm

Document Type


Included in

Nursing Commons