Expectant Parents’ Preferences for Teaching by Texting: Development and Usability Study of SmartMom (Preprint)

Abstract

BACKGROUND SmartMom is an evidence-based prenatal education texting program that overcomes barriers to prenatal class attendance including rural or remote location, cost, stigma among participants, lack of instructors, and cessation of classes during the COVID-19 pandemic. OBJECTIVE We sought to explore perceived information needs and preferences for content and structure of prenatal education mHealth programs among persons enrolled or eligible to enrol in SmartMom. METHODS This was a qualitative focus group study. Participants were at least 20 years of age, residents of British Columbia, fluent in English and either currently pregnant or pregnant within the last year. Focus groups took place via videoconference technology (Zoom) between August and December 2020. We used reflexive thematic analysis to analyze transcripts. RESULTS We conducted six semi-structured focus groups with 16 participants. Our analysis revealed that “having reliable information is the most important thing” (Theme 1), pregnant people value inclusive, local, and strengths-based information (Theme 2), and text messages are a simple, easy, and timely modality: “It was nice to have that [information] fed to you” (Theme 3). Participants perceived that SmartMom texts met their needs for prenatal education and were more convenient than using apps. SmartMom opt-in supplemental message streams, which allowed users to tailor the program to their needs, were viewed favourably. CONCLUSIONS Pregnant people have concerns about the reliability and comprehensiveness of currently available prenatal education apps. The SmartMom program was viewed as being evidence-based, providing comprehensive content without searching, and permitting tailoring to individual needs through opt-in message streams.