Knowledge change associated with participation in prenatal education programs in Ontario: A cohort study

Godin, Katelyn; Alton, Gillian D; Gangodawilage, Harshani P.; Procter, Theresa D.; Bourdages, Natalie B.; Blue, Susan E.; Edwards, Sarah; Horan, Melissa J.

doi:10.17269/cjph.106.5057

Cited by 13 publications

(22 citation statements)

References 11 publications

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“…Defining clear parameters for the best timing for a parent to begin and end a PPN parenting program proved futile and is not as unexpected as the literature is inconclusive also. Whilst trimester one seems to be critical for healthy development of the preborn thus making it an effective time for parents to begin a program (Australian Institute of Health and Welfare, 2014; Godin et al, 2015); the motivation to learn about topics such as labor, birth, and breastfeeding may not be perceived as a priority so early into the pregnancy (Godin et al, 2015). Perhaps offering flexible timing for program delivery is needed until an evidence base of clinical studies that compare program effectiveness depending on start and end times are conducted.…”

Section: Discussionmentioning

confidence: 99%

“…Examples include a lack of control groups when PPN parenting programs are trialed (e.g., Hussaini, Holley, & Ritenour, 2011;Plantin, Olukoya, & Ny, 2011); use of small sample sizes (e.g., Goodman et al, 2014) which reduces generalizability, reliability, and validity of research outcomes; and lack of longitudinal follow up of sustainability of results measured (e.g., Peckham, 2013;Zucchi et al, 2013). Further, there is inconsistency within the literature on what constitutes most effective content (e.g., Dunneram & Jeewon, 2015;Feinberg, Roettger, Jones, Paul, & Kan, 2015), as well as best-practice for program design and delivery factors such as timing throughout a pregnancy to begin and end a program (e.g., Godin et al, 2015;Trillingsgaard et al, 2012); consumer groups (e.g., Davis, Vyankandondera, Luchters, Simon, & Holmes, 2016;Hollins Martin, & Robb, 2013;Robling et al, 2016); ways to include fathers (e.g., Deslauriers, Devault, Groulx, & Sevigny, 2012;Humphries & Nolan, 2015); length of individual sessions and programs overall (e.g., Feinberg et al, 2015); methods of delivery (e.g., Arcus, 1995;Gazmararian et al, 2014); location for program delivery (Brixval et al, 2016); and who is best qualified to facilitate (e.g., Feinberg et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

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Delphi Expert Parent Study: Factors Needed for 21st Century Pre- and Perinatal Parenting Programs

McKee¹,

Stapleton²,

Pidgeon³

2019

J Perinat Educ

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Using Delphi methodology, the current study utilized a panel of “expert” parents (N = 23 after three rounds) to examine nine content-based and logistical factors perceived to be important when developing pre-and perinatal (PPN) parenting programs for the modern day. The aim was to attain consensus on 235 items generated from literature and panelists. Consensus was reached on 126 items (53.62%). The most notable related to needs-based content, barriers to fathers' attendance, and groups of parents who may benefit most from programs. Consistent with the literature, clarity was not achieved for appropriate timing and length of programs. With the diversity of recommendations, next steps involve developing a range of programs that use randomized clinical trials with control groups, effective sample sizes, and are pre-and posttested.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Delphi Expert Parent Study: Factors Needed for 21st Century Pre- and Perinatal Parenting Programs

McKee¹,

Stapleton²,

Pidgeon³

2019

J Perinat Educ

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“…Primary and secondary outcomes related to perinatal health and perinatal health determinants were identified from a literature review on group prenatal education effects [ 18 , 39 ]. Based on studies that demonstrated significant effects of group prenatal education, the main outcome for health determinant is perinatal knowledge [ 13 , 40 ] and will be measured with an adapted version of the Health Pregnancies Knowledge Survey [ 41 ]. The questionnaire will be adapted in collaboration with prenatal education trainers from the different participant training sites, in order to ensure that all knowledge items are covered in group and online prenatal education.…”

Section: Methodsmentioning

confidence: 99%

Impacts of online and group perinatal education: a mixed methods study protocol for the optimization of perinatal health services

Roch

Silva

Montigny

et al. 2018

BMC Health Serv Res

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BackgroundPrenatal education is a core component of perinatal care and services provided by health institutions. Whereas group prenatal education is the most common educational model, some health institutions have opted to implement online prenatal education to address accessibility issues as well as the evolving needs of future parents. Various studies have shown that prenatal education can be effective in acquisition of knowledge on labour and delivery, reducing psychological distress and maximising father’s involvement. However, these results may depend on educational material, organization, format and content. Furthermore, the effectiveness of online prenatal education compared to group prenatal education remains unclear in the literature. This project aims to evaluate the impacts of group prenatal education and online prenatal education on health determinants and users’ health status, as well as on networks of perinatal educational services maintained with community-based partners.MethodsThis multipronged mixed methods study uses a collaborative research approach to integrate and mobilize knowledge throughout the process. It consists of: 1) a prospective cohort study with quantitative data collection and qualitative interviews with future and new parents; and 2) a multiple case study integrating documentary sources and interviews with stakeholders involved in the implementation of perinatal information service networks and collaborations with community partners. Perinatal health indicators and determinants will be compared between prenatal education groups (group prenatal education and online prenatal education) and standard care without these prenatal education services (control group).DiscussionThis study will provide knowledge about the impact of online prenatal education as a new technological service delivery model compared to traditional group prenatal education. Indicators related to the complementarity of these interventions and those available in community settings will refine our understanding of regional perinatal services networks. Results will assist decision-making regarding service organization and delivery models of prenatal education services.Protocol versionVersion 1 (February 9 2018).

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“…remainder recruited via self-referral (n ¼ 3), 27,52,57 telephone, mailed, or online surveys (n ¼ 3), 30,48,49 public health units (n ¼ 1), 43 or a random sampling of houses in a community (n ¼ 1). 29 Two studies did not state their recruitment approaches.…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

Measurement of Preconception Health Knowledge: A Systematic Review

et al. 2019

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Objective: Preconception health is an important determinant of maternal, paternal, and infant outcomes. Knowledge is commonly used to evaluate the effectiveness of interventions to promote preconception health. Our objective was to examine how preconception health knowledge has been measured in the existing literature and to identify measurement gaps, biases, and logistical challenges. Data Source: MEDLINE, EMBASE, PsycINFO, CINAHL, the Cochrane Database of Systematic Reviews, and gray literature were searched from database inception to January 2018. Study Inclusion and Exclusion Criteria: Studies were included if they measured preconception or interconception health knowledge and included reproductive-aged women and/or men. Data Extraction: Two independent reviewers completed data extraction and quality appraisal using standardized instruments. Data Synthesis: Due to measurement heterogeneity, a narrative synthesis was performed. Results: The review included 34 studies from 14 countries with data collected in 2000 to 2017. Most studies used cross-sectional (n = 24) or prepost designs (n = 7). Studies primarily sampled women (n = 25), and methodological quality was rated largely as weak (n = 18) or moderate (n = 14). Preconception health knowledge tools focused on fertility, folic acid, and alcohol, with few questions pertaining to men’s health, mental health, or the interconception period. Only 19 (56%) studies reported psychometric properties of their knowledge tools. Conclusions: This systematic review revealed the need for a valid and reliable knowledge tool that reflects a holistic conceptualization of preconception health.

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Knowledge change associated with participation in prenatal education programs in Ontario: A cohort study

Abstract: This study is the first large-scale effort to examine the ability of prenatal programs offered through Ontario public health units to influence clients' pregnancy-related knowledge. These findings contribute to the evidence base for prenatal education program planning.

Cited by 13 publications

References 11 publications

Delphi Expert Parent Study: Factors Needed for 21st Century Pre- and Perinatal Parenting Programs

Delphi Expert Parent Study: Factors Needed for 21st Century Pre- and Perinatal Parenting Programs

Impacts of online and group perinatal education: a mixed methods study protocol for the optimization of perinatal health services

Measurement of Preconception Health Knowledge: A Systematic Review

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