Childbirth and parenting preparation in antenatal classes

Barimani, Mia; Frykedal, Karin Forslund; Rosander, Michael; Berlin, Anita

doi:10.1016/j.midw.2017.10.021

Cited by 73 publications

(60 citation statements)

References 46 publications

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“…In this digital era, though rst-time expectant parents could receive much information via internet, parental education offered by health care professionals remains relevant due to the need of a trustworthy source of information that can be relied on [24]. Delivery of education through midwives during the antenatal and postpartum periods has shown to be useful, making those parents felt supported and prepared for parenting [24][25][26], with an increased PSE reported [27]. As reviewed, midwife-led continuity care starting from pregnancy until early parenting period with home services, has been associated with positive maternal outcomes and parents' satisfaction [28].…”

Section: Introductionmentioning

confidence: 99%

A Community-enabled Readiness for first 1000 Days Learning Ecosystem (CRADLE) for first-time families: study protocol of a three-arm randomised controlled trial

Loy,

Teo

et al. 2020

Preprint

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Background: Enhanced parenting self-efficacy (PSE) contributes to positive parenting and future parental-child health. First-time parents, in particular, are in need of support since the pregnancy until post-delivery to strengthen their early PSE. However, there is a lack of effective and sustainable relevant programmes in the community. The Community-enabled Readiness for first 1000 Days Learning Ecosystem (CRADLE) aims to develop a self-learning eco-community throughout the pregnancy and early childhood to promote PSE among first-time parents. We apply choice architecture strategy using behavioural nudges and midwife-led continuity care during the first 1000 days, and test their effects on PSE and mother-child health for first-time families in Singapore. Methods: This three-arm randomised controlled trial will recruit up to 750 pregnant women from the KK Women’s and Children’s Hospital, Singapore. Participants will be randomly assigned to receive: (1) standard routine care; (2) behavioural nudges (text messages) along with the use of a social media platform; or (3) midwife-led continuity care involving home visits, during pregnancy and post-delivery. Using web-based questionnaires, participants will be assessed for baseline socio-demography and health status in the first trimester, with follow-up assessments in the third trimester, at birth, 6-week (primary end-point), 6-, 12-, 18- and 24-month post-delivery. The primary outcome is PSE. Secondary outcomes include health and birth experience, mental wellness, feeding practice, maternal and child nutritional status. Intention-to-treat and per-protocol analyses will be performed using linear regression mixed models to test the effects of interventions across time-point. Recruitment is projected to begin in June 2020 and end in May 2021.Discussion: This study may identify a sustainable effective strategy in the community by helping first-time parents to have a positive experience during the pregnancy, childbirth and parenthood, leading to an enhanced PSE and health outcomes for both mother and child. Findings from this study will provide insight into the implementation of early parenting and mother-child care programmes. Trial registration: ClinicalTrials.gov, NCT 04275765. Registered on 19 February 2020, https://clinicaltrials.gov/ct2/show/NCT04275765?term=NCT+04275765&draw=2&rank=1.

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Section: Introductionmentioning

confidence: 99%

A Community-enabled Readiness for first 1000 Days Learning Ecosystem (CRADLE) for first-time families: study protocol of a three-arm randomised controlled trial

Loy,

Teo

et al. 2020

Preprint

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“…Expectant and new parents are in many countries offered early parenting support in parental education (PE) groups as a way to prepare parents for childbirth and to support their transition to parenthood (Barlow, Smailgagic, Husband, Roloff, & Bennet, ; Gagnon & Sandall, ). When parenthood, as a topic, is in focus in PE groups, parenthood is strengthened (Ahldén, Göransson, Josefsson, & Alehagen, ; Asenhed, Kilstam, Alehagen, & Baggens, ; Barimani et al, ; Barimani, Forslund Frykedal, Rosander & Berlin, ; Berlin Törnkvist & Barimani, ; Schrader McMillan, Barlow, & Redshaw, ; Svensson, Barclay, & Cooke, ). Better relationships between parents by, for example, information about co‐parenting and an interactive learning approach are also reported (Pinquart & Teubert, ; Schrader McMillan et al, ; Svensson et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…The social context that PE groups can provide in terms of interaction between parents, exchanging parenting‐related information and expanding the parents' social network is important (Asenhed et al, ; Barimani et al, ; Barimani et al, ; Berlin et al, ; Fabian, Rådestad, & Waldenström, ; Forslund Frykedal & Rosander, ; Murphy Tighe, ; Nolan, ; Norling‐Gustafsson, Skaghammar, & Adolfsson, ; Schrader McMillan et al, ; Svensson, Barclay, & Cooke, ; Svensson, Barclay, & Cooke, ). However, parents attending PE groups have different expectations of the content and the methods of delivery of content (Andersson, Christensson, & Hildingsson, ; Berlin et al, ; Forslund Frykedal & Rosander, ).…”

Section: Introductionmentioning

confidence: 99%

“…Several studies have shown that parents want leaders who can create interactive and participative learning environments instead of a more directive or lecture‐type approach (Andersson et al, ; Petersson, Petersson, & Håkansson, ; Schrader McMillan et al, ). Parents also expect balanced health information (Hjälmhult, Glavin, Okland, & Tveiten, ) and a greater focus on topics such as parenting, sex and relationships (Barimani et al, ; Lefèvre, Lundqvist, Drevenhorn, & Hallström, ). Larger groups and a didactic mode of teaching, that is, lecturing and minimal interaction between the participants, can even inhibit learning (Ho & Holroyd, ).…”

Section: Introductionmentioning

confidence: 99%

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Parents' reasons for not attending parental education groups in antenatal and child health care: A qualitative study

Frykedal

Barimani

Rosander

et al. 2019

Journal of Clinical Nursing

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Aims and objectives:To explore expectant and new parents' reasons not to participate in parental education (PE) groups in antenatal care or child health care.Background: In Sweden, expectant and new parents are offered PE groups in antenatal care and in child health care. Although many parents feel unprepared for parenthood, an urgent task is to attract parents to attend the PE groups. Design: A total of 915 parents with children aged 0 to 21 months answered a web questionnaire with open questions about (a) reasons not to participate; (b) anything that could change their mind; and (c) parenting support instead of PE groups. This was analysed using content analysis. The study follows the SRQR guidelines.Results: Parents expressed private reasons for not attending PE groups. Some parents also asked for more heterogeneity regarding content and methods, as well as accommodation of parents' different interests. Other parents asked for like-minded individuals who were in similar situation to themselves. Lack of information or invitations from antenatal care or child health care, or that PE groups were unavailable, were additional reasons for not participating in groups. Conclusions:Reasons for not attending PE groups were multifaceted from personal, self-interested and norm-critical reasons, to that the groups were not available or that the parents were not aware of their existence.Relevance to clinical practice: Parents of today are a diverse group with different interests and needs. Nevertheless, all parents need to feel included in a way that makes participation in PE groups relevant for them. Thus, it is important for leaders to be aware of structures and norms, and to be able to create a group climate and a pedagogy of acceptance where group members value each other's differences. However, to attract parents to participate in PE groups, it is necessary for clinical practice to work on individual, group and organisational levels. K E Y W O R D SChildren's nurse, education, family care, leadership, midwifery, parenting, qualitative study | 3331FORSLUND FRYKEDAL Et AL.For an explanation of "norm-critical," see Discussion section. | 3337FORSLUND FRYKEDAL Et AL. parents to participate in PE groups, it is necessary for the clinical practice to work on three levels: the individual, group and organisational levels.

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“…. , 1960 (Barimani, Frykedal, Rosander, & Berlin, 2018;Jacoby, 1969), , , (Cowan & Cowan, 1995;Junge & Ellwood, 1986;Salmela-Aro, 2012) . 90 (Koh & Ok, 1993a, 1993b, 1994, (Han et al, 2008; J. S. Kim, Chung, & Choi, 1997;M.-Y.…”

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confidence: 99%

Development and Effectiveness of the Respected Parents & Respected Children Program for First-Time Expectant Parents

김¹,

도²

2019

Korean J Child Stud

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The purpose of this study is to develop the Respected Parents & Respected Children program for first-time expectant parents, and to investigate the effectiveness of the program. Methods: The program aims to help participants adjust to the transition to parenthood. The weekly program, composed of three phases-introduction, development, and closing-consists of a total of six two-hour sessions. In order to verify the effectiveness of the program, a pretest-posttest control group design was used. The participants in this study were 78 first-time expectant parents in Seoul, Gyeonggi province, and Daegu Metropolitan City. Sixteen couples were assigned to an intervention group and 23 to a control group. The data were analyzed by independent two-sample t-tests and repeated measures ANOVA using SPSS 21.0. Results: The couples in the intervention group showed positive changes in parenting beliefs, as well as increases in life satisfaction and marital intimacy as compared to those in the control group. Regarding the changing patterns, life satisfaction and marital intimacy increased in the intervention group, but decreased in the control group. In addition, child-centered views in the intervention group were little changed, while those in the control group were weakened. Parenting beliefs became more personality centric in the intervention group and more intellect centric in the control group. Stress during pregnancy was decreased in both groups. Conclusions: This study confirmed the effectiveness of the program and emphasized the need for preventive intervention for first-time expectant parents.

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Childbirth and parenting preparation in antenatal classes

Cited by 73 publications

References 46 publications

A Community-enabled Readiness for first 1000 Days Learning Ecosystem (CRADLE) for first-time families: study protocol of a three-arm randomised controlled trial

A Community-enabled Readiness for first 1000 Days Learning Ecosystem (CRADLE) for first-time families: study protocol of a three-arm randomised controlled trial

Parents' reasons for not attending parental education groups in antenatal and child health care: A qualitative study

Development and Effectiveness of the Respected Parents & Respected Children Program for First-Time Expectant Parents

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