Effective Antenatal Education: Strategies Recommended by Expectant and New Parents

Svensson, Jane; Barclay, Lesley; Cooke, Margaret

doi:10.1624/105812408x364152

Cited by 58 publications

(46 citation statements)

References 14 publications

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“…Parents, on the other hand, reported that they preferred not only well-structured content but also an interactive learning approach; specifically, more group activities and more discussions with other parents. These findings regarding parental preferences are in line with the findings of previous studies (Ahldén et al, 2012;Schrader McMillan et al, 2009;Svensson, Barclay, & Cooke, 2008).…”

Section: Group Leaders' Approaches To Presenting Contentsupporting

confidence: 92%

“…These advantages accrue at least in part from the scaffolding process, a process in which group members act as resources for each other and help other group member's progress in their understanding. One group of researchers has reported that expectant and new parents prefer a menu of learning strategies that includes lectures from experts; small group, problem-solving discussions; and social groups for the development of support networks (Svensson et al, 2008).…”

Section: Group Leaders' Approaches To Presenting Contentmentioning

confidence: 99%

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Content and Presentation of Content in Parental Education Groups in Sweden

Berlin¹,

Törnkvist²,

Barimani³

2016

J Perinat Educ

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This study investigated parents' experiences of parental education groups at antenatal and child health care centers, including content, presentation of content, the leader's role, and the importance of other participating parents. Twenty-one interviews with 26 parents from 6 cities across Sweden were analyzed with 3 content analysis approaches. Parents expressed both satisfaction and dissatisfaction with the content, presentation of content, and the leader's role. They reported that social contact with other parents was important, that parenthood topics were covered less frequently than child and childbirth-related topics, and that group activities were less frequent than lectures. When designing future parental education groups, it is important to consider expanding parenthood topics and group activities because this structure is considered to provide support to parents.

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Section: Group Leaders' Approaches To Presenting Contentsupporting

confidence: 92%

Section: Group Leaders' Approaches To Presenting Contentmentioning

confidence: 99%

Content and Presentation of Content in Parental Education Groups in Sweden

Berlin¹,

Törnkvist²,

Barimani³

2016

J Perinat Educ

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“…A systematic review of the evidence on antenatal education shows that while research is limited parents wanted information and support matched in a timely way to the milestones of the developing baby (Schrader et al, 2009). Expectant and new parents' needs are in relation to parenting skills rather than receiving large amounts of information (Svensson et al, 2008). The needs of expectant parents are not always met where antenatal education classes may be large with the emphasis on the educators' priorities in terms of education topics rather than parents need for information on parenting (Koehn 2002).…”

Section: Discussionmentioning

confidence: 99%

“…It has long been recommended that infant CPR training should be provided to parents, babysitters and child care providers (Cyr, 2012).While infants are less likely to survive out of hospital cardiac arrest, paediatric basic life support involving community effort and early CPR provides the best chance of survival (Berg et al, 2010). Learning skills rather than information transfer has been identified as a particular need of expectant parents in relation to antenatal education (Svensson et al, 2008). Learning the skills of infant CPR and what to do in the event of an infant choking has particular relevance for expectant and new parents as they begin their transition to parenthood.…”

Section: Introductionmentioning

confidence: 99%

An evaluation of expectant parents knowledge, satisfaction and use of a self-instructional infant CPR kit

Barry

2015

Midwifery

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In many parts of Europe as in Ireland, maternity services do not provide infant CPR training routinely to expectant or new parents. Little is known of the views of expectant women and their partners about learning the skills of infant CPR as part of their antenatal education. The aim of this study was to evaluate knowledge, satisfaction and use of a 22 minute SelfInstructional Infant CPR kit to facilitate the teaching of infant CPR and the relief of choking in an infant. Methods: Expectant women with their partners were recruited through the antenatal education classes from one maternity hospital in Ireland. An uncontrolled pre-post-test design was used and participants were surveyed immediately pre and post training and six months following training. Results: The study sample comprised of seventy seven participants including 42 nulliparous women at least 32 weeks gestation or greater. It found significant difference in knowledge scores following training compared to baseline p=<0.0001 and at six months p=<0.0001 compared to immediate post training for both infant CPR and choking prevention. There was a 70% (n=58) response rate at 6 months with 84.5% reporting average or above confidence levels for performance of Infant CPR. The multiplier educational effect was 37.9% with 22 out of 58 participants sharing the kits with family and friends. Participants (57 out of 58) indicated that the maternity services should facilitate infant CPR training for expectant women and their partners. Conclusion: Expectant women and their partners are very motivated to learn the skills of infant CPR. The facilitation of a 22 minute self-instructional infant CPR kit is effective in increasing infant CPR knowledge and confidence in parents at six months post training. Findings provide the views of expectant and new parents on the relevance of acquiring the skills of infant CPR as part of their preparation for parenthood.

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“…Antenatal classes and programs are more common nowadays, offered by any individuals or organizations with the objectives to help the mothers or both parents to prepare towards birth and parenthood transition [15][16][17]. It is mostly impossible to make each and every program similar in its content but it is suggested that the education program does not only focus on one part of the postpartum issues only, rather to provide a wide range of knowledge about other postpartum issues including the psychosocial adjustment and emotional well-being of the parents.…”

Section: Conclusion Implication For Future Practicementioning

confidence: 99%

Prenatal Education and Postpartum Well-being

Hassan¹

2016

J Preg Child Health

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Background: Postpartum adjustment to the first-time parents is a great challenge in life. Failure to adjust and adapt in the early period of postpartum could lead to a more serious psychological disorders in the mothers as well as the fathers. Therefore, this study aimed to review the effectiveness of prenatal education as an early intervention toward postpartum adjustment and psychological well-being among the parents.

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Effective Antenatal Education: Strategies Recommended by Expectant and New Parents

Cited by 58 publications

References 14 publications

Content and Presentation of Content in Parental Education Groups in Sweden

Content and Presentation of Content in Parental Education Groups in Sweden

An evaluation of expectant parents knowledge, satisfaction and use of a self-instructional infant CPR kit

Prenatal Education and Postpartum Well-being

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