Whose knowledge is of value? Co-designing healthcare education research with people with lived experience

Women's experiences of online antenatal education: An integrative literature review

“…Overwhelmingly, findings from this review suggest that future research be conducted on the impact of the digitalization of online antenatal education for women (especially those from vulnerable populations) and their support people, the pedagogy of online antenatal education and the broader use of the Internet by women in pregnancy (Arcia et al, 2019;Grimes et al, 2014;Heinonen, 2021;Roch et al, 2018). Findings demonstrate a critical need to hear the voices of women, including co-design conceptualization of an online antenatal education model using an e-health literacy framework (Arcia et al, 2019;Brand et al, 2023;Dalton et al, 2018;Grimes et al, 2014;Hughson et al, 2018;Vogels-Broeke et al, 2022).…”

“…Appreciation for the increased representation of culturally diverse and vulnerable women, women with disabilities and those from ‘non‐traditional families’ is needed (Chedid et al., 2018; Downer, McMurray, et al., 2020; Grimes et al., 2014; Shahid & Johnson, 2018; Snyder et al., 2020). Privileging the voice and wisdom of lived experience will enable an authentic understanding of how women experience online antenatal education, and ensure appropriate holistic, coherent and wellness‐focussed healthcare improvement (Brand et al., 2023; Mathias et al., 2021).…”

“…Overwhelmingly, findings from this review suggest that future research be conducted on the impact of the digitalization of online antenatal education for women (especially those from vulnerable populations) and their support people, the pedagogy of online antenatal education and the broader use of the Internet by women in pregnancy (Arcia et al., 2019; Downer, McMurray, et al., 2020; Grimes et al., 2014; Heinonen, 2021; Roch et al., 2018). Findings demonstrate a critical need to hear the voices of women, including co‐design conceptualization of an online antenatal education model using an e‐health literacy framework (Arcia et al., 2019; Brand et al., 2023; Dalton et al., 2018; Downer, McMurray, et al., 2020; Grimes et al., 2014; Hughson et al., 2018; Vogels‐Broeke et al., 2022). Further evaluation is required to ascertain the varying effects of online antenatal education as compared to traditional face‐to‐face options (Ciochan et al., 2022; Kuciel et al., 2021); it is vital to consider consumer experience of online modalities to evaluate effectiveness and co‐design a comprehensive virtual package that meets women's needs in the future (Brand et al., 2023; Chen et al., 2022; Ciochan et al., 2022; Wright et al., 2020).…”

“…Findings demonstrate a critical need to hear the voices of women, including co‐design conceptualization of an online antenatal education model using an e‐health literacy framework (Arcia et al., 2019; Brand et al., 2023; Dalton et al., 2018; Downer, McMurray, et al., 2020; Grimes et al., 2014; Hughson et al., 2018; Vogels‐Broeke et al., 2022). Further evaluation is required to ascertain the varying effects of online antenatal education as compared to traditional face‐to‐face options (Ciochan et al., 2022; Kuciel et al., 2021); it is vital to consider consumer experience of online modalities to evaluate effectiveness and co‐design a comprehensive virtual package that meets women's needs in the future (Brand et al., 2023; Chen et al., 2022; Ciochan et al., 2022; Wright et al., 2020). In order to safeguard a high‐quality standard of care for all women in the antenatal period, health providers and communities must better understand how women experience online antenatal education with a salutogenic approach, focusing on factors that support well‐being, celebrate diversity and encourage comprehensive, creative and egalitarian approaches to information sharing (Arcia et al., 2019; Brookfield, 2019; Chen et al., 2022; Heinonen, 2021; Shahid & Johnson, 2018; Vogels‐Broeke et al., 2022).…”