This study is designed to assess the effectiveness of closed-circuit television (CCTV) as a post-partum teaching tool using an interactive problem-solving approach, compared with conventional group classes, in fostering the acquisition of skills and knowledge around baby care. A second primary objective is to determine the level of satisfaction of respondents with both approaches to post-partum education. An extensive discussion of the theoretical basis for the proposal is presented, drawing upon and synthesising concepts from the literature of Sociology, Education and Health Sciences. The conceptual model (Sword 1990) represents a synthesis of Mezirow’s (1978) theory of the transformation of meaning perspective with D’Zurilla’s (1986) cognitive-appraisal approach to the acquisition of new knowledge. In addition, adult learning principles are applied to the selected teaching strategies to identify optimal conditions of learning (Zemke and Zemke 1988). A two-group cohort design was used for randomisation, and the data collected was subjected to both quantitative and qualitative analysis. Two measures of learning were not significantly different for the videotape and live class groups. Statistically significant differences were identified between the groups in the attitude measures of convenience and ease of understanding. There was also a measurable difference in levels of satisfaction with the different approaches used. However, the results of this study suggest that combining an interactive, problem-solving approach to post-partum education with CCTV, is no more effective than live group classes in achieving knowledge acquisition for new mothers. CCTV can be used to address the basic and repetitive aspects of patient education and it appears to be effective for short-term knowledge gain. Several issues for further study are proposed in relation to the planning and implementation of alternative approaches to conventional post-partum teaching, as well as the design of future televised patient education programmes. / Thesis / Master of Science (MSc)