Theory Practice for Teaching the Childbearing Couple

Farrell, Marie; Bushnell, Don D.; Haag-Heitman, Barbara

doi:10.1111/j.1552-6909.1998.tb02630.x

Cited by 4 publications

(5 citation statements)

References 3 publications

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“…The whole childbearing year, and indeed beyond the year, is a critical time of learning, not just the latter weeks of pregnancy, as many childbirth educators believe. This finding supports the earlier work of Anderson (1994) and of Farrell, Bushnell, and Haag-Heitman (1998). The participants in this research identified programs with different levels of formality that cover both pre-and postbirth as the key to effective antenatal education.…”

Section: Discussionsupporting

confidence: 80%

Effective Antenatal Education: Strategies Recommended by Expectant and New Parents

Svensson

Barclay²,

Cooke³

2008

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Antenatal education is a crucial component of antenatal care, yet practice and research demonstrate that women and men now seek far more than the traditional approach of a birth and parenting program attended in the final weeks of pregnancy. Indeed, women and men participating in this study recommended a range of strategies to be provided during the childbearing year, comparable to a ''menu in a restaurant.''

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Section: Discussionsupporting

confidence: 80%

Effective Antenatal Education: Strategies Recommended by Expectant and New Parents

Svensson

Barclay²,

Cooke³

2008

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“…A key enabler of HPs using Learning Principles in practice was the partnership/shared care relationships between HPs and parents where parents felt HPs needed to respect that they 'knew most about their own children'. This concept was reported in 29/89 (32.6%) publications [33,36,42,45,46,49,53,54,55,59,61,62,65,66,67,68,71,72,74,75,76,84,89,90,101,113,115,117,121]. In particular, child health and paediatric nurses' practice and practice standards were underpinned by this care model which was shown to incorporate learning facilitation and Learning Principles [33,36,45,46,49,62,65,66,68,71,72,74,75].…”

Section: Partnershipsmentioning

confidence: 95%

“…Authors in all publications perceived the need for HPs to identify parental 'learning' requirements to help parents see meaning and relevance to learn. However, authors used multiple terminologies for the types of 'needs', such as 'learning needs' (27/89 30.3%) [43,48,55,56,58,59,62,65,66,67,69,73,74,76,83,87,90,92,93,96,97,107,112,115,116,119,120],; 'information needs' (11/89: 12.4%)) [48,53,60,78,79,98,100,102,114,115,120] and 'education needs' (11/89: 12.4%), [36,43,48,55,56,61,92,94,102,109,116]…”

Section: Different Terminologiesmentioning

confidence: 99%

“…This highlighted HPs' differing perceptions of Learning Principles. The most commonly cited theorist was Knowles and his Adult Learning principles, which was cited in 15/89 (16.9%) publications [42,59,65,67,71,82,84,86,87,90,93,95,96,99,116]. Reference dates utilised for Knowles' Learning Principles ranged from 1970 to 2011-interestingly, Knowles started with four Learning Principles, with two more added by 1987 [13].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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How nurses and other health professionals use learning principles in parent education practice: A scoping review of the literature

Thompson

Leach

Smith

et al. 2020

Heliyon

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Background: Health Professionals (HPs) play an important role in supporting parents to care for their children, by facilitating parents' knowledge and skills development through parent education. This is achieved through teaching, whereby planned strategies, based on principles of how people learn, enable learning. Despite Learning Principles being the fundamental tenets of the learning process, how HPs perceive and use Learning Principles in their practice is neglected in the healthcare literature. Objective: To identify, describe and map the existing literature on nurses' and HPs' perceptions and use of Learning Principles in parent education practice. Method: A scoping review was performed using the Joanna Briggs Institute approach. A comprehensive search of 10 databases and the grey literature was undertaken between March and June 2017 to identify pertinent Englishlanguage publications. The search was limited to literature published between 1998 and 2017. Following a screening and inclusion criteria eligibility check, 89 articles were selected for inclusion. Results: HPs' perceptions of Learning Principles were diverse, somewhat disorganised, divergent in meaning and implicit. This was until the Dimensions of Learning construct was applied to guide the analyses and mapping. This revealed that HPs, of whom 60.7% were nurses, used Learning Principles in parent education, but only referred to them in the context of Adult Learning. Enablers to HPs using Learning Principles included shared partnerships between parents and HPs, while barriers included parents' health beliefs, psychological issues and organisational assumptions about learning. Evaluation of parents' learning also represented implicit use of Learning Principles by HPs. Conclusion: This scoping review is the first to examine HPs' perceptions and use of Learning Principles within parent education practice. The findings reveal a significant gap in this body of knowledge. The paucity of studies containing any explicit descriptions of Learning Principles strongly supports the need for further exploration and codification of Learning Principles, through qualitative methods, whereby a deeper understanding of what is happening in healthcare practice can be established.

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“…Brookfield (1990) outlined the merits of discussion to actively involve participants in the educational process. Several techniques for facilitating the discussion process have been identified and include active listening, provision of verbal and nonverbal cues, asking questions to clarify responses, the use of reflective statements, and remaining silent when appropriate (Farrell, Bushnell, & Haag-Heitman, 1998;Jimenez, 1993).…”

Section: Attributes Of Facilitatorsmentioning

confidence: 99%

Facilitating Discussion Among Expectant Fathers: Is Anyone Interested?

Friedewald

2007

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Within childbirth education circles, catering effectively to the needs of expectant fathers who attend antenatal education programs has become an issue of concern. This article reviews the literature on all-male discussion groups for expectant fathers as a strategy to address identified deficits in relation to the inclusion of men within existing program structures. An exploration of the attributes considered appropriate for those who facilitate such groups is undertaken, and the article concludes with a report on the recruitment of male facilitators at a health service in New South Wales, Australia.

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Theory Practice for Teaching the Childbearing Couple

Cited by 4 publications

References 3 publications

Effective Antenatal Education: Strategies Recommended by Expectant and New Parents

Effective Antenatal Education: Strategies Recommended by Expectant and New Parents

How nurses and other health professionals use learning principles in parent education practice: A scoping review of the literature

Facilitating Discussion Among Expectant Fathers: Is Anyone Interested?

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