Antenatal Classes in the Context of Prenatal Anxiety and Depression during the COVID-19 Pandemic

Abstract

Perinatal maternal anxiety and depression negatively affect intrauterine fetal development, birth outcome, breastfeeding initiation, duration, and milk composition. Antenatal classes potentially reduce the anxiety of pregnant women and may thus contribute to healthy infant development. The study investigates the relationship between participation in online or in-person antenatal classes and levels of anxiety and depression in Polish women during the COVID-19 pandemic. The study group included 1774 adult, non-smoking pregnant women. We compared the state anxiety (STAI-State) and depression levels (EPDS) in women who (i) attended antenatal classes in-person, (ii) attended online classes, and (iii) did not attend any of them. The statistical analyses included a GLM model and trend analysis, while controlling for maternal trait anxiety, age, pregnancy complications, trimester of pregnancy, previous pregnancies, and COVID-19 infections. We observed statistically significant differences in the level of anxiety (and depression). Women who did attend antenatal classes in person had the lowest levels of anxiety and depression. Considering the importance of maternal mental well-being on fetal development, birth outcome, and breastfeeding, in-person participation in antenatal classes should be recommended to pregnant women.

Women's experiences of online antenatal education: An integrative literature review

“…Women who attended face-to-face antenatal education experienced a statistically significant difference in lowered levels of anxiety, in comparison to women undertaking online education, or those who did not attend classes (Ciochan et al, 2022). Ciochan et al (2022) suggested this may be associated with the additional element of social interaction, the participant's willingness to engage online and how this positively influenced well-being. The reported use of digital resources seemed reflective of the individual's comfort utilizing technology (Arcia et al, 2019).…”

“…In traditional face-to-face antenatal education, women highly regard the sharing of information and networking that occurs, whereas online antenatal education may limit opportunities to strengthen social supports and connection, especially at a local community level (Arcia et al, 2019;Ciochan et al, 2022;Kovala et al, 2016).…”

“…In a study that examined prenatal anxiety and depression during COVID-19, general linear modelling (GLM model) was used to explore the varying modalities of antenatal education, and how they related to state anxiety (STAI-State) and postnatal depression (Polish Edinburgh Postnatal Depression Scale) (Ciochan et al, 2022).…”

“…E‐health literacy is an evolving contemporary issue and a critical determinant of health (Downer, McMurray, et al., 2020; Grimes et al., 2014; Hughson et al., 2018). The online environment influences teaching pedagogies and practices, with a marked change in the facilitation of social and active learning approaches that many expectant parents enjoy as part of antenatal education classes (Ciochan et al., 2022; Downer, Young, et al., 2020; Heinonen, 2021). Facilitative approaches to learning, relying on participant involvement as key drivers to their own learning experience, require clarity to understand how digital innovations are impacting women.…”

Deteksi Dini Kehamilan Risiko Tinggi Melalui Edukasi dan Skrining Pada Ibu Hamil di Masa Pandemi Covid-19

“…Kelas ibu hamil dan posyandu juga bertujuan untuk mentransfer pengetahuan praktis tentang persalinan, nifas, menyusui dan kebutuhan bayi serta balita. Selain peran pendidikan, kelas antenatal juga memenuhi peran psikososial yang penting karena kemungkinan terjadi pertukaran informasi dan pengalaman antara orang tua di bawah bimbingan seorang bidan untuk memberikan dukungan kepada calon ibu dan membantunya mengatasi perubahan dan kebutuhan yang diinginkan oleh ibu hamil (Ciochoń et al, 2022).…”