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Purpose: This study aimed to explore the significance and insights derived from the experiences of pregnant women in Korea who participated in online prenatal education during the COVID-19 pandemic. Methods: This study employed the hermeneutic phenomenology framework developed by Colaizzi. It involved 12 pregnant women who participated in online prenatal education provided by public health centers in Chuncheon, Korea. Data collection was achieved through in-depth interviews conducted in Korea from October 2021 to April 2022. Results: In total, 51 significant statements were extracted from the interview data and then categorized into 10 themes. Finally, three categories were formed by merging similar themes. The three basic categories of participants' experiences of online prenatal education were "feeling of safety and comfort in body and mind," "frustrated by a lack of interaction," and "digital education being a double- edged sword." Pregnant women expressed ambivalence regarding the benefits and drawbacks of the online educational experience. They desired more interactive and practical learning opportunities, even as they appreciated the comfort of learning remotely. Conclusion: This study revealed the phenomenon of online prenatal education as an advanced form of distance-based prenatal education instead of the traditional in-person classroom. To maximize the educational effectiveness of this new format, public health center policies must address the digital literacy gap and enhance accessibility by leveraging the immersive multimedia experiences that online education offers to pregnant women. We recommend that maternal healthcare providers adopt this innovative approach to prenatal education, utilizing distance education technology to improve participation and promote immersion. [ABSTRACT FROM AUTHOR]

Background: The Pregnant Mother Game application is designed to enhance midwifery services, particularly for online antenatal classes. It is developed by experts in learning media and presented in a game format. The objectives of this research are to develop apps for antenatal classes and to assess how well these applications increase mothers' knowledge. Methods: It is a level 3 Research and Development, which is developing and refining products. The participants were selected using a purposive sampling technique. Limited trials of the application, which is downloadable on Android devices, were carried out with 10 first-time pregnant women in Cirebon City, Indonesia. Data collection tools included a questionnaire for experts and mothers. Data were analyzed using IBM SPSS Statistics 16, with univariate analysis employing a frequency distribution and bivariate analysis utilizing the Wilcoxon test. The significance level was set at 0.05, with a 95% confidence interval. Results: The material experts’ qualifying test yielded a score of 85% (very decent), and the media members' score was 84.4% (very decent). There was a 50% increase in the mean knowledge value. The pretest score ranged between 10 and 25, while the posttest score ranged between 25 and 29. The use of the application was correlated with increased knowledge score, and the correlation coefficient was significant at 0.05. Conclusion: The program can be used as an effective technology medium for conducting online classes for mothers. The mothers’ knowledge significantly improved after taking online classes with the application.

Abstract Background During pregnancy and childbirth, alongside positive feelings, women undergo feelings such as fear of childbirth (FoC) and worry about its consequences, which could leave negative effects on the mother and her child during pregnancy, delivery, and postpartum. The study was carried out to determine the effectiveness of prenatal non-pharmacological interventions on reducing the FoC. Methods The protocol of the study was registered in PROSPERO (ID: CRD42023468547). PubMed, Web of Science, Cochrane, Scopus, SID (Scientific Information Database) and Google Scholar search engine databases were systematically searched until July 27, 2023 with no limitation of time and limited to Persian and English studies in order to perform this overview. Certainty of evidence was assessed using GRADE, methodological quality using AMSTAR 2 and reporting quality using PRISMA score. Meta-analysis was performed on the data extracted from the original trials to evaluate the effect of different interventions on reducing the FoC. Sub-group analysis and meta-regression models were used to examine high heterogeneity, and sensitivity analysis was used to eliminate the effect of high risk of bias studies on the study findings. Results Overall, 15 systematic reviews (SRs) were included in the overview, among which meta-analysis was performed in 9 studies. Considering methodological quality, these SRs were in low to critically low status and had relatively complete reports regarding reporting quality. Meta-analysis findings indicated that psychological interventions (SMD -2.02, 95% CI -2.69 to -1.36, 16 trials, 1057 participants, I2 = 95%) and prenatal educations (SMD -0.88, 95% CI -1.16 to -0.61, 4 trials, 432 participants, I2 = 72.8%) cause a significant reduction in FoC relative to prenatal usual cares with low certainty of evidence. Distraction techniques lead to a significant reduction in FoC relative to prenatal usual care with high certainty of evidence (SMD -0.75, 95% CI -1.18 to -0.33, 4 trials, 329 participants, I2 = 69%), but enhanced cares do not result in a significant decrease FoC relative to prenatal usual care with very low certainty of evidence (SMD -1.14, 95% CI -2.85 to 0.58, 3 trials, 232 participants, I2 = 97%). Conclusions Distraction techniques are effective in reducing FoC. Regarding the effect of psychological interventions and prenatal educations on the reduction of FoC, the findings indicated that the interventions may result in the reduction of FoC. Very uncertain evidence showed that enhanced cares are not effective in reducing the FoC.

Aim Background Methods Results Conclusion Implications for the Profession and Patient Care Reporting Method Patient and Public Contribution To evaluate the impact of an eHealth educational resource about infant procedural pain management, given during the prenatal period, on feasibility, acceptability, knowledge, self‐efficacy, and involvement.Routine health care requires newborns to have painful procedures (e.g., intramuscular injection). The impacts of untreated pain in neonates are widely recognised but adoption of effective procedural pain management strategies in clinical practice varies. There is clear evidence supporting the effectiveness of parent‐led pain management during procedures (e.g., skin‐to‐skin care) and reputable resources to raise awareness among parents are warranted. Our team co‐created Parenting Pain Away, a website to equip parents with evidence to assist with managing the pain of procedures and empower them to be involved.A quasi‐experimental evaluation using a pre/post intervention design with low‐risk expectant parents.Of the 41 participants, before intervention exposure participants were familiar or had used skin‐to‐skin care (n = 33), breastfeeding (n = 30) and sucrose (n = 13) as pain management. Most participants (n = 38) desired more information on how to be involved. Providing access to Parenting Pain Away during pregnancy was supported and participants ranked the website above average using the System Usability Scale. Parenting Pain Away did not have a statistically significant influence on outcomes. Participants reported variation in clinical support with parent‐led pain management.A multifaceted approach is recommended to maintain infant procedural pain management.Equipping parents with knowledge related to infant pain management using an eHealth approach satisfied their information desires. The study findings are important considerations for perinatal care providers, policy makers, and families to finally achieve adequate procedural pain management.This study used the STROBE checklist, adhering to EQUATOR guidelines.A stakeholder group (expectant parents, parents, perinatal researchers, clinicians, and administrators) was created to inform the study design and intervention. [ABSTRACT FROM AUTHOR]

Background Aim Methods Analysis Findings Conclusions Although prenatal care providers aim to prepare women for first childbirth, little research has explored retrospectively what birthing people would like to have known before first childbirth.To describe women's reports of what they would like to have known before first childbirth but feel they were not told.This is a secondary analysis of the First Baby Study, a large prospective cohort study conducted in Pennsylvania, USA. Telephone interviews were conducted with 3006 women 1 month after their first childbirth. Women were first asked: “Was there anything that you would have liked to have known before your delivery that you were not told?”. If “yes” they were asked a second question: “Please tell me what you would have liked to have known before your delivery”.A convergent mixed‐methods analysis including descriptive analytics to compare characteristics of women by answers to the first question, and qualitative content analysis of women's open‐ended answers to the second question.A total of 441 women (14.7%) reported there was something they would like to have known before their first childbirth. Women described that communication with care providers was their main concern. They would have liked a better understanding of their options before birth, more agency in decision‐making, and more information about the topics of their body, their birth, their baby, and what to expect beyond birth.Results highlight important topics for childbirth education, and the impact of gaps in shared decision‐making, patient–provider communication, and supportive care practices for first childbirth, especially where women have identified vulnerabilities. [ABSTRACT FROM AUTHOR]

Introduction: Recognizing the positive impact of movement and positions on labor progression and maternal and neonatal outcomes, there is a strong recommendation to empower women for active labor during antenatal education. This study investigates nurse-midwives' interventions in empowering women for active labor, during antenatal education within primary healthcare settings. Methods: A qualitative descriptive study was conducted in Primary Healthcare Units that provide antenatal education for childbirth in Portugal. Semi-structured interviews were conducted with 10 nurse-midwives between August and October 2023. Content analysis, utilizing NVIVO software, was employed for data analysis, and the study adhered to the COREQ reporting guidelines. Results: Six themes emerged: 1) Perspective of nurse-midwives and contextual influences; 2) Assessment of women's needs; 3) Enhancing women's knowledge; 4) Enhancing women's capabilities; 5) Supporting women in decision-making; and 6) Nursemidwives' perspective on intervention outcomes. It is necessary to create environments conducive to knowledge and skill acquisition and invest in developing body awareness and its impact on labor progression. Encouraging women's involvement in decision-making is crucial, especially in less flexible hospital environments. Conclusions: This study highlighted the value nurse-midwives place on empowering women for active labor. Interventions featured sharing evidence-based practices and birth stories to foster reflection, emphasizing pelvic mobility training and partner involvement. Reflective practices could enable women to explore options and communicate effectively with healthcare professionals during labor. [ABSTRACT FROM AUTHOR]

We aimed to investigate the impact of COVID-19 infection on maternal characteristics and obstetric and neonatal outcomes in a cohort of women in labor previously vaccinated who tested positive for SARS-CoV-2 infection, compared to aged-matched healthy controls. A retrospective case-control study was conducted among 66 women in labor. Clinical data were obtained from medical records. The attendance rates at childbirth and parenting classes, as well as the implementation of a birth plan, were significantly lower in the COVID-19 infection group (6.1% vs. 48.5%, <0.001; 6.1% vs. 33.3%, p =.005, respectively). Women with COVID-19 had a higher prevalence of prolonged postpartum hospital stay (33.3% vs. 9.1%, p =.016), and significantly higher prevalence of spontaneous preterm birth (27.3% vs. 1.09%, p =.006). Breastfeeding within the first 24 hr was also lower in women with COVID-19 (72.7% vs. 97.0%, p =.006). Maternal characteristics and neonatal outcomes are influenced by COVID-19 infection in vaccinated women. Complications include spontaneous preterm birth, prolonged postpartum hospital stay, and lack of breastfeeding within the first 24 hr. Childbirth education, parenting classes and implementing a birth plan may be associated with a decreased risk of COVID-19 infection. [ABSTRACT FROM AUTHOR]

Background and Objectives: The primary objective of this study was to assess the adherence of Ngäbe–Buglé women to WHO-recommended prenatal practices. The secondary objective was to compare adherence levels between women who received prenatal education from official medical providers and those educated through traditional or community-based sources within Ngäbe–Buglé communities. Materials and Methods: An eight-question survey was verbally administered to 137 Ngäbe–Buglé women at clinics set up by the non-profit NGO Floating Doctors in eight communities. A two-sided Fisher's Exact test with a p = 0.05 was used to compare the results of mothers who received prenatal education from evidence-based sources to other groups. Results: Out of the 137 surveyed women, 65 reported taking prenatal vitamins, 21 had prenatal check-ups, 136 avoided alcohol, 31 increased caloric intake, and 102 maintained their activity levels. Significant differences were observed in prenatal vitamin adherence between those educated by official sources versus unofficial sources (p = 0.0029) and official sources compared to those with no prenatal education (p < 0.0001). The difference was also significant for education from an unofficial source versus no education (p = 0.0056). However, no significant differences were found in other prenatal practices based on education sources. Conclusions: Our findings highlight deficiencies in both prenatal education and adherence to recommended practices among Ngäbe–Buglé women. Prenatal education significantly improved adherence to taking prenatal vitamins, suggesting its effectiveness as an intervention. Future interventions should prioritize culturally competent prenatal education and address barriers to accessing prenatal healthcare in Ngäbe–Buglé communities. [ABSTRACT FROM AUTHOR]

Abstract Background Urinary tract infections (UTIs) are one of the most common health problems worldwide and mainly affect women. This study aimed to evaluate the prevalence of UTIs in pregnant women and determine the antimicrobial resistance patterns of bacterial pathogens isolated from pregnant and nonpregnant women in Riyadh, Saudi Arabia. Methods This retrospective cohort study was conducted at an academic medical center in Riyadh, Saudi Arabia, from January to June 2022. The study included all urine cultures performed for adult women during the study period. We excluded urine culture performed for women on antibiotics prescribed for any infection, children, and men. Using the SPSS (version 27) package, descriptive statistics and chi-square tests were used to analyze the data, and p

Introduction: Early Childhood Caries (ECC) is a pressing public health issue in preschool-aged children. Preventive guidelines have not significantly reduced ECC incidence. Maternal education programmes have been proposed as interventions, but systematic reviews on their effectiveness are scarce. Aim: To evaluate the effectiveness of oral health education programmes for mothers in preventing ECC. Materials and Methods: Eight eligible Randomised Controlled Trials (RCTs) were identified through searches in the Cochrane Oral Health Group’s Trial Register, PubMed, and Google Scholar, as well as manual review of references from English-only studies. The interventions targeted mothers starting from 12 weeks of pregnancy onwards, with the exclusion of treatment-based methods, pharmacological interventions, and post-pregnancy programmes. The primary outcome assessed was ECC incidence, analysed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) approach. Participants exclusively received oral health educational programmes designed to prevent ECC in their children, highlighting the importance of early preventive measures during pregnancy. Results: Global studies varied in interventions and outcomes. A study from Brazil showed no reduction in ECC, while a study from Uganda reported reduced dental caries. Another study from Australia demonstrated a significant reduction in severe ECC. Risk of bias analysis revealed that five studies had a low risk of bias while one study had an unclear risk of bias. Moderate risk of bias was found in one study. Conclusion: Evidence suggests a positive impact of maternal education on ECC prevention, supporting tailored programmes for mothers with lower education. The overall recommendation strength is modest due to intervention variations and limited trials. Tailored educational programmes for mothers, especially those with lower education levels, should be integrated into maternal and child health services to effectively address social determinants of oral health.

Background: Women have less interaction with the fetus in unplanned pregnancies. This study aimed to determine the effect of an antenatal training program on maternal-fetal attachment in unplanned pregnancies. Methods: This single-blind clinical trial was performed in the north of Iran in 2019. By simple randomization, 76 mothers with unplanned pregnancies were allocated to the intervention and control groups. Mothers in the intervention group attended three sessions (90 minutes per session) of training based on interaction with the fetus in small groups. The control group only received routine care. Data collection instruments included a demographics checklist, London Measure of Unplanned Pregnancy, and Cranley’s Maternal-Fetal Attachment scale. Descriptive statistics, Chi-square, Fisher’s Exact test, t-test, analysis of covariance, and multivariate analysis of variance were used for data analysis. Results: The mean difference of maternal-fetal attachment before and after training was 3.41±2.08 (P=0.112) in the intervention group and 3.96±2.17 (P=0.078) in the control group. However, the differences between and within groups were not significant. The differences in the subscales of attachment with the fetus were not also significant between the groups after the intervention. Although the post-intervention attachment score for unwanted pregnancy was lower than mistimed pregnancy in the intervention (mean difference: 14±3.61) and control groups (mean difference: 3.70±1.87), it was not significantly different based on the type of pregnancy between the groups. Conclusion: Maternal-fetal attachment training did not boost interaction with the fetus in mothers with unplanned pregnancies; thus, deeper psychological interventions are needed.

Background: Urinary tract infections (UTIs) are one of the most common health problems worldwide and mainly affect women. This study aimed to evaluate the prevalence of UTIs in pregnant women and determine the antimicrobial resistance patterns of bacterial pathogens isolated from pregnant and nonpregnant women in Riyadh, Saudi Arabia. Methods: This retrospective cohort study was conducted at an academic medical center in Riyadh, Saudi Arabia, from January to June 2022. The study included all urine cultures performed for adult women during the study period. We excluded urine culture performed for women on antibiotics prescribed for any infection, children, and men. Using the SPSS (version 27) package, descriptive statistics and chi-square tests were used to analyze the data, and p < 0.05 was considered to indicate statistical significance. Results: A total of 2,418 urine cultures performed during the study period were included (985 and 1,433 for pregnant and nonpregnant women, respectively). The overall prevalence of UTIs in pregnant women was 5% (95% CI 3.6–6.4); 10 (1%) women were symptomatic, and 40 (4%) women were asymptomatic. Of the entire cohort, 244 (10.1%) women were diagnosed with UTIs based on bacterial cultures. The predominant bacteria in both pregnant and nonpregnant women were Escherichia coli (134, 54.9%), followed by Klebsiella pneumoniae (48, 19.6%). The antibiotic susceptibility criteria for Escherichia coli and Klebsiella pneumoniae were as follows: nitrofurantoin (94% and 18.8%, respectively), amoxicillin-clavulanic acid (82.8% and 70.8%, respectively), ciprofloxacin (65.7% and 83.3%, respectively), trimethoprim-sulfamethoxazole (65.7% and 79.2%, respectively) and cephalothin (47% and 68.8%, respectively). Conclusion: Compared to the findings of other similar studies, the prevalence of UTIs was lower in pregnant women. This may be because the patient population was composed of healthy and educated women who received prenatal education and underwent prenatal assessment as per institutional guidelines. Nitrofurantoin and amoxicillin-clavulanic acid are recommended for use as an empirical therapy for UTIs in pregnant and nonpregnant women because bacteria have the least amount of resistance to these drugs. [ABSTRACT FROM AUTHOR]

Aim: To identify what is currently known about how women experience online antenatal education. Design: Integrative literature review. Review Methods: This integrative review applied the five‐stage methodological framework outlined by Whittemore and Knafl (2005), supporting rigour in problem identification, selection and critical appraisal of quality literature, data analysis and synthesis of findings. Data Sources: A literature search was conducted in May/June 2022, utilizing databases including OVID Embase, CINAHL, Joanna Briggs Institute EBP database, Nursing and Allied Health database, Wiley Online Library, Google scholar search engine and related reference lists. The search was limited to English language and primary research articles published in the last 10‐year period (2012–2022). Results: 12 articles met inclusion criteria. Three primary themes were identified: Comprehensibility: Looking back – understanding women's needs and preferences; Manageability: In the moment – flexibility versus social connection; and Meaningfulness & sustainability: Looking forward – the future of digital maternity education. Conclusion: Findings identified a marked digital divide for women accessing online antenatal education, placing vulnerable women at risk of continuing inequity. E‐health literacy frameworks need to be implemented to create genuine accessibility, comprehensibility and cultural responsiveness to best meet the needs of users. Implications for the Profession and/or Health Care Consumer: As digital health is an emerging field, there is strong evidence that online antenatal education requires further evaluation to better meet the needs of pregnant women and their support people. Enhancing digital health literacy for health professionals will also promote a greater understanding for how to uphold and support the socio‐technical dimensions of online service delivery. Patient or Public Contribution: There were no patient or public contributions as part of this integrative review of the literature. [ABSTRACT FROM AUTHOR]

Introduction: Early Childhood Caries (ECC) is a pressing public health issue in preschool-aged children. Preventive guidelines have not significantly reduced ECC incidence. Maternal education programmes have been proposed as interventions, but systematic reviews on their effectiveness are scarce. Aim: To evaluate the effectiveness of oral health education programmes for mothers in preventing ECC. Materials and Methods: Eight eligible Randomised Controlled Trials (RCTs) were identified through searches in the Cochrane Oral Health Group's Trial Register, PubMed, and Google Scholar, as well as manual review of references from Englishonly studies. The interventions targeted mothers starting from 12 weeks of pregnancy onwards, with the exclusion of treatment-based methods, pharmacological interventions, and post-pregnancy programmes. The primary outcome assessed was ECC incidence, analysed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) approach. Participants exclusively received oral health educational programmes designed to prevent ECC in their children, highlighting the importance of early preventive measures during pregnancy. Results: Global studies varied in interventions and outcomes. A study from Brazil showed no reduction in ECC, while a study from Uganda reported reduced dental caries. Another study from Australia demonstrated a significant reduction in severe ECC. Risk of bias analysis revealed that five studies had a low risk of bias while one study had an unclear risk of bias. Moderate risk of bias was found in one study. Conclusion: Evidence suggests a positive impact of maternal education on ECC prevention, supporting tailored programmes for mothers with lower education. The overall recommendation strength is modest due to intervention variations and limited trials. Tailored educational programmes for mothers, especially those with lower education levels, should be integrated into maternal and child health services to effectively address social determinants of oral health. [ABSTRACT FROM AUTHOR]

Background: Parents of young children with autism spectrum disorder (ASD) regularly seek the support of professionals when the child is diagnosed with ASD. Objectives: This study aimed to investigate the effectiveness of pivotal response treatment (PRT) training for mothers in improving the communication skills of ASD children. Methods: In this double-blind, randomized clinical trial (RCT), 52 mothers of children with ASD were selected and randomly allocated into two groups in 2017 - 2018. The mothers of the intervention group received PRT training, and the children of the intervention and control groups received the applied behavior analysis (ABA) treatment. The children's speech/language/communication and socialization scores were measured by the Autism Treatment Evaluation Checklist (ATEC) before, 1 week after, and 1 month after the intervention. Results: Before the intervention, the mean score of speech/language/communication and socialization did not significantly differ between the two groups. However, 1 week and 1 month after the intervention, the mean scores of speech/language/communication and socialization were significantly lower in the intervention group than in the control group (P < 0.5). Conclusions: The results showed that parental training in PRT can provide permanent and effective therapy for children with ASD in the home environment. [ABSTRACT FROM AUTHOR]

Abstract Background The increasing rise of women using opioids during pregnancy across the world has warranted concern over the access and quality of antenatal care received by this group. Scotland has particularly high levels of opioid use, and correspondingly, pregnancies involving women who use opioids. The purpose of this study was to investigate the different models of antenatal care for women using opioids during pregnancy in three Scottish Health Board Areas, and to explore multi-disciplinary practitioners’ perceptions of the strengths and challenges of working with women who use opioids through these specialist services. Methods Thirteen semi-structured interviews were conducted with health and social care workers who had experience of providing antenatal and postnatal care to women who use drugs across three Scottish Health Board Areas: NHS Greater Glasgow and Clyde, NHS Lothian, and NHS Tayside. Framework Analysis was used to analyse interview data. The five stages of framework analysis were undertaken: familiarisation, identifying the thematic framework, indexing, charting, and mapping and interpretation. Results Each area had a specialist antenatal pathway for women who used substances. Pathways varied, with some consisting of specialist midwives, and others comprising a multidisciplinary team (e.g. midwife, mental health nurse, social workers, and an obstetrician). Referral criteria for the specialist service differed between health board areas. These specialised pathways presented several key strengths: continuity of care with one midwife and a strong patient-practitioner relationship; increased number of appointments, support and scans; and highly specialised healthcare professionals with experience of working with substance use. In spite of this, there were a number of limitations to these pathways: a lack of additional psychological support for the mother; some staff not having the skills to engage with the complexity of patients who use substances; and problems with patient engagement. Conclusions Across the three areas, there appears to be high-quality multi-disciplinary antenatal services for women who use opioids during pregnancy. However, referral criteria vary and some services appear more comprehensive than others. Further research is needed into the perceptions of women who use opioids on facilitators and barriers to antenatal care, and provision in rural regions of Scotland.

Purpose This study investigated the effects of prenatal education characteristics, pandemic-related pregnancy stress, and health behaviors during pregnancy on prenatal depression in pregnant women during the coronavirus disease 2019 (COVID-19) pandemic. Methods The participants were 180 pregnant Korean women, recruited from internet communities for pregnancy preparation, childbirth, and childcare, from July 5 to 15, 2022. The collected data were analyzed using the t-test, analysis of variance, the Mann-Whitney U-test, the Kruskal-Wallis test, and multiple regression analysis. Results The scores for pandemic-related pregnancy stress (24.50±6.37) and health behaviors during pregnancy (67.07±9.20) were high. Nearly half of the participants (n=89, 49.4%) presented with prenatal depression, with scores of 10 or greater. Prenatal depression had a positive correlation with gestational age (r=.18, p=.019) and pandemic-related pregnancy stress (r=.27, p

Objective:This research is a descriptive study conducted to investigate and compare the knowledge levels of pregnant women about pregnancy, childbirth and postpartum, and their distress.Method:The sample of the study consisted of 178 pregnant women who applied to the obstetrics and gynecology polyclinic of a state hospital in Northern Cyprus, and the data were collected between January 1 and April 1, 2019. Data were collected through forms, which included the “Tilburg pregnancy distress scale (TPDS)”, the “knowledge questions about pregnancy, birth, and postpartum” and socio-demographic and obstetric information of participants.Results:The average number of right answers by pregnant women to the “knowledge questions about pregnancy, birth and postpartum” was 18.0±4.0 (3-26) out of a total of 32 items, indicating that pregnant women in Northern Cyprus had medium knowledge level on these issues. In addition, the average score for “TPDS was 13.6±6.7, out of a total of pregnant women participating in the study. The subscale, “TPDS” “partner involvement”, “negative effect”, and general scale scores are lower than the sub-limits determined for distress definition. Finally, it was observed that there is no relationship between the distress status and the level of knowledge by pregnant women (p>0.05).Conclusion:The results of this study show that there is no relationship between the knowledge levels of pregnant women and their pregnancy-related distress.

Objective: To capacitate pregnant women to comply with measures designed to prevent sudden infant death syndrome. Methods: A quasi-experimental study was conducted before and after the intervention that included pregnant women attending the Course of Preparation for Childbirth and Parenthood of Health Centers Cluster. Six training sessions were given in the context of preventing this syndrome. Three questionnaires were applied, one to evaluate the knowledge of pregnant women before classes, other was submitted after the sessions, and another, one month after the birth of the babies, to identify what skills were acquired and which were practiced. Results: Among 77 studied pregnant women, 70 answered presession questionnaire and the proportion of correct answers varied from from 60.0% to 84.3%. After the intervention, 64 women answered the questionnaire and the proportion of correct answers varied between 79.7% and 100% . Prior to the intervention, the most wrong answers were related to the role of smoking as a risk factor for sudden infant death syndrome and to the use of pacifiers as a protective measure. After the sessions, all women answered correctly to the questions concerning where the baby should sleep and the safest way to lay the baby in the cradle. Conclusions: Health education with the aim of establishing measures may have a significant impact in terms of care delivery and mortality rate caused by sudden infant death syndrome. [ABSTRACT FROM AUTHOR]

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Background: Spina bifida, the most common Neural Tube Defect occurring around 28 days following conception, is often discovered in a routine ultrasound examination. Nurses offer continuous support for families who care for children with disabilities, associated with this diagnosis. Aim: To articulate and analyse parents' recollection of the emotions they experienced when they were informed by professionals that their unborn baby may have neurological disabilities. Method: Qualitative study, using participatory visual narrative method, engaging parents caring for young children with Spina bifida. Results: The emotions parents described, surfacing at the point of diagnosis, and the crafted stories they shared, demonstrated the significance and the long-lasting impact of their experience. Disclosing sensitive information and the way it is shared has a significant role in shaping how families adjust to caring for disabled children. Conclusion: Role and care transitions of parents who choose to keep their babies, despite their impending disability, is a lengthy and complex process. Nurses should be aware of and informed by the origin story, to offer appropriate support throughout this period. Policies to promote integration with services delivered by 'not for profit' organisations will benefit family-focused and person-centred care. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective: To capacitate pregnant women to comply with measures designed to prevent sudden infant death syndrome. Methods: A quasi-experimental study was conducted before and after the intervention that included pregnant women attending the Course of Preparation for Childbirth and Parenthood of Health Centers Cluster. Six training sessions were given in the context of preventing this syndrome. Three questionnaires were applied, one to evaluate the knowledge of pregnant women before classes, other was submitted after the sessions, and another, one month after the birth of the babies, to identify what skills were acquired and which were practiced. Results: Among 77 studied pregnant women, 70 answered pre-session questionnaire and the proportion of correct answers varied from from 60.0% to 84.3%. After the intervention, 64 women answered the questionnaire and the proportion of correct answers varied between 79.7% and 100% . Prior to the intervention, the most wrong answers were related to the role of smoking as a risk factor for sudden infant death syndrome and to the use of pacifiers as a protective measure. After the sessions, all women answered correctly to the questions concerning where the baby should sleep and the safest way to lay the baby in the cradle. Conclusions: Health education with the aim of establishing measures may have a significant impact in terms of care delivery and mortality rate caused by sudden infant death syndrome.

Abstract Problem Research so far has evaluated the effect of antenatal classes, but few studies have investigated its usefulness from the perspective of mothers after birth. Background Antenatal classes evolved from pain management to a mother-centred approach, including birth plans and parenting education. Evaluating the perception of the usefulness of these classes is important to meet mother’s needs. However, so far, research on the mothers’ perception of the usefulness of these classes is sparse, particularly when measured after childbirth. Given that antenatal classes are considered as adult education, it is necessary to carry out this evaluation after mothers have had an opportunity to apply some of the competences they acquired during the antenatal classes during their childbirth. Aim This study investigated mothers’ satisfaction and perceived usefulness of antenatal classes provided within a university hospital in Switzerland, as assessed in the postpartum period. Methods Primiparous mothers who gave birth at a Swiss university hospital from January 2018 to September 2020 were contacted. Those who had attended the hospital’s antenatal classes were invited to complete a questionnaire consisting of a quantitative and qualitative part about usefulness and satisfaction about antenatal classes. Quantitative data were analysed using both descriptive and inferential statistics. Qualitative data were analysed using thematic analysis. Findings Among the 259 mothers who answered, 61% (n = 158) were globally satisfied with the antenatal classes and 56.2% (n = 145) found the sessions useful in general. However, looking at the utility score of each theme, none of them achieved a score of usefulness above 44%. The timing of some of these sessions was questioned. Some mothers regretted the lack of accurate information, especially on labour complications and postnatal care. Discussion Antenatal classes were valued for their peer support. However, in their salutogenic vision of empowerment, they did not address the complications of childbirth, even though this was what some mothers needed. Furthermore, these classes could also be more oriented towards the postpartum period, as requested by some mothers. Conclusion Revising antenatal classes to fit mothers’ needs could lead to greater satisfaction and thus a better impact on the well-being of mothers and their families.

Background and Objectives: The primary objective of this study was to assess the adherence of Ngäbe–Buglé women to WHO-recommended prenatal practices. The secondary objective was to compare adherence levels between women who received prenatal education from official medical providers and those educated through traditional or community-based sources within Ngäbe–Buglé communities. Materials and Methods: An eight-question survey was verbally administered to 137 Ngäbe–Buglé women at clinics set up by the non-profit NGO Floating Doctors in eight communities. A two-sided Fisher’s Exact test with a p = 0.05 was used to compare the results of mothers who received prenatal education from evidence-based sources to other groups. Results: Out of the 137 surveyed women, 65 reported taking prenatal vitamins, 21 had prenatal check-ups, 136 avoided alcohol, 31 increased caloric intake, and 102 maintained their activity levels. Significant differences were observed in prenatal vitamin adherence between those educated by official sources versus unofficial sources (p = 0.0029) and official sources compared to those with no prenatal education (p < 0.0001). The difference was also significant for education from an unofficial source versus no education (p = 0.0056). However, no significant differences were found in other prenatal practices based on education sources. Conclusions: Our findings highlight deficiencies in both prenatal education and adherence to recommended practices among Ngäbe–Buglé women. Prenatal education significantly improved adherence to taking prenatal vitamins, suggesting its effectiveness as an intervention. Future interventions should prioritize culturally competent prenatal education and address barriers to accessing prenatal healthcare in Ngäbe–Buglé communities.

This study proves with scientific data the assumptions, perceptions, and myths that have developed in society which state that the religious and social behavior of parents, especially mothers who are pregnant or during the prenatal period has a significant impact on the baby to be born, both from the physical or psychological/spiritual side. This research aims to describe the religious and social behavior of parents during prenatal education. The objects and primary data of this research were the parents of students who won the best graduate title at UIN Sunan Ampel in 2019-2021 who come from different regions and socio-economic and cultural backgrounds. The research method used in this study is descriptive qualitative method, which aims to investigate the condition and behaviours of parents during the parental period. The result of this research indentified two categories of prenatal education patterns practiced by parents: 1) internalization pattern, characterized bty the belief in and engagement with religious rituals and social activities that significantly impact the unborn children; 2) integration pattern, involving the blending of sosial and religious activities by expectant parent, with the aim of ensuring that the future child aligns with their expectation. The implications of this research can serve a theoretical foundation to be emulated and applied by parents during the prenatal period.

Problem: Research so far has evaluated the effect of antenatal classes, but few studies have investigated its usefulness from the perspective of mothers after birth. Background: Antenatal classes evolved from pain management to a mother-centred approach, including birth plans and parenting education. Evaluating the perception of the usefulness of these classes is important to meet mother's needs. However, so far, research on the mothers' perception of the usefulness of these classes is sparse, particularly when measured after childbirth. Given that antenatal classes are considered as adult education, it is necessary to carry out this evaluation after mothers have had an opportunity to apply some of the competences they acquired during the antenatal classes during their childbirth. Aim: This study investigated mothers' satisfaction and perceived usefulness of antenatal classes provided within a university hospital in Switzerland, as assessed in the postpartum period. Methods: Primiparous mothers who gave birth at a Swiss university hospital from January 2018 to September 2020 were contacted. Those who had attended the hospital's antenatal classes were invited to complete a questionnaire consisting of a quantitative and qualitative part about usefulness and satisfaction about antenatal classes. Quantitative data were analysed using both descriptive and inferential statistics. Qualitative data were analysed using thematic analysis. Findings: Among the 259 mothers who answered, 61% (n = 158) were globally satisfied with the antenatal classes and 56.2% (n = 145) found the sessions useful in general. However, looking at the utility score of each theme, none of them achieved a score of usefulness above 44%. The timing of some of these sessions was questioned. Some mothers regretted the lack of accurate information, especially on labour complications and postnatal care. Discussion: Antenatal classes were valued for their peer support. However, in their salutogenic vision of empowerment, they did not address the complications of childbirth, even though this was what some mothers needed. Furthermore, these classes could also be more oriented towards the postpartum period, as requested by some mothers. Conclusion: Revising antenatal classes to fit mothers' needs could lead to greater satisfaction and thus a better impact on the well-being of mothers and their families. [ABSTRACT FROM AUTHOR]

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Objective: To evaluate the association between receiving information on obstetric complications and institutional delivery in Peruvian women in 2019. Methods: We conducted a secondary analysis of the 2019 Peruvian Demographic and Family Health Survey (ENDES) database. The dependent variable was the type of delivery (institutional or non-institutional). The exposure variable was self-reporting of having received information on obstetric complications during prenatal care. The association of interest was evaluated using binary logistic regression models, obtaining crude odds ratios (cOR) and adjusted odds ratios (aOR) with their respective 95 % confidence intervals (95%CI). Values of p

ABSTRACT BACKGROUND: Exclusive breastfeeding is recommended for the first six months, and mother’s age impact early weaning. Educational support and relevant information can increase breastfeeding rates. OBJECTIVE: To determine whether antenatal education enhances the maintenance, intention, and confidence in breastfeeding among adolescents. DESIGN AND SETTING: A prospective cohort study involving primiparous adolescents who gave birth at the Woman’s Hospital (CAISM), Universidade Estadual de Campinas, Brazil. METHODS: Adolescent mothers were categorized into two groups based on the location of prenatal care: those at the Woman’s Hospital (WH) who received antenatal education, and at the Primary Care (PC) who did not receive antenatal education. All adolescents received breastfeeding orientation during their postpartum hospital stay. The groups were compared using the Student’s t-test, Mann–Whitney U test, and chi-squared test. Log-binomial models were used to compare the groups at different time intervals. RESULTS: The study included 132 adolescents: 59 in the WH group and 73 in the PC group. Six months postpartum, adolescents in the WH group demonstrated higher engagement in breastfeeding (P < 0.005) and exclusive breastfeeding (P = 0.04) than PC group. PC group showed greater lack of confidence in breastfeeding (P = 0.02) and felt less prepared (P = 0.01). Notably, all WH adolescents reported a stronger desire to breastfeed after antenatal education. CONCLUSION: Antenatal education significantly improves the maintenance, intention, and confidence of breastfeeding among adolescents. This education approach can be implemented across all healthcare levels and should be made accessible to all women throughout the pregnancy and postpartum period.

This retrospective study compared knowledge, intention, and satisfaction outcomes between pregnant women who attended prenatal education in person (n = 202; 55%) prior to the COVID-19 pandemic or virtually (n = 166; 45%) during the pandemic. Results identified increases in knowledge and intention for a healthy pregnancy and safe infant care for both groups. Virtual participants were less likely to endorse developing a birth plan (p = 0.035), knowledge of breastfeeding resources (p = 0.006), confidence in the ability to breastfeed (p = 0.033), and plans to use only a safe infant sleep location (p = 0.045). Important education was provided by continuing Baby Talk during the pandemic. However, topics with activities/demonstrations during in-person learning that were discontinued for virtual learning had significantly lower increases for virtual participants. Virtual education should incorporate more demonstrations/activities. [ABSTRACT FROM AUTHOR]

Background: The research was carried out to examine the effect of a parenting preparation course given to midwifery students during an academic semester on the preferred mode of delivery, fear of childbirth, and traumatic birth perception. Methods: This was a quasi-experimental study with a pretest-posttest design that included 47 second-year students enrolled in the parenting preparation course. Students took the parenthood preparation course, 2 hours a week, for 14 weeks. Data were collected using a descriptive information form, the pre-pregnancy fear of birth scale, and the perception of traumatic birth scale. Paired t-test and chi-square test were used to evaluate intragroup and intergroup differences. The data were analyzed using SPSS 22.0 software at a statistical significance of 0.05. Results: The mean age of the students was 20.13±0.67 years. The mean score of pre-pregnancy fear of childbirth was 40.46±9.37 in the pretest and 23.61±6.79 in the posttest. In addition, the mean score of traumatic childbirth perception decreased from 77.34±25.15 in the pretest to 39.44±13.78 in the posttest. The number of students who preferred cesarean section decreased significantly, while the number of students who preferred vaginal delivery increased after the preparation course. Conclusion: Parenting preparation classes can contribute to the reduction of fear of childbirth and the perception of traumatic childbirth in women.

Background: Prenatal health promotion includes the provision of evidence-based information and practical skills to optimize maternal–fetal outcomes. Increasingly, prenatal education is delivered by both healthcare professionals and allied childbirth educators, in community- or hospital-based group classes, targeted outreach programs, and online modules. Objectives: To better understand how prenatal health promotion relates to a diverse urban community, we assessed the perspectives of Ottawa, Canada prenatal key informants. Design: This is a qualitative research with key informant interviews. Methods: Semi-structured interviews were conducted with 11 prenatal key informants, responsible for the design, delivery, or promotion of publicly available prenatal health services. Interviews explored concepts and delivery of prenatal health promotion, strategies to address existing and emerging prenatal topics, identification of barriers to prenatal health services, and recommendations. Results: Key informants recommended a lifespan approach to prenatal health promotion, with an emphasis on healthy behaviors, emotional health, labor and delivery, and postpartum/early parenting. Recognizing community health disparities, key informants used community outreach, and intersectoral collaborations for Indigenous and other at-risk communities to mitigate barriers to prenatal service uptake. Conclusions: Ottawa key informants conceptualized prenatal health promotion as inclusive, comprehensive, and as an extension of preconception, school-based sexual education. Respondents recommended the design and delivery of prenatal interventions as culturally safe and trauma informed, using online modalities to complement in-person activities. The experience and intersectoral networks of community-based prenatal health promotion programs represent potential capacity to address emergent public health risks to pregnancy, particularly among at-risk populations. Plain Language Summary: A broad and diverse community of professionals deliver prenatal education to help people have healthy babies. We interviewed Ottawa, Canada experts in prenatal care/education to learn about the design and delivery of reproductive health promotion. We found that Ottawa experts emphasized healthy behaviors beginning before conception and through pregnancy. Community outreach was identified as a successful strategy to promote prenatal education to marginalized groups. [ABSTRACT FROM AUTHOR]

BackgroundInvolvement of women in the decision-making process during childbirth plays an important role in their physical and psychosocial preparation. A birth plan allows the woman to express her expectations and facilitates her participation in her own care. The present study is the first to assess the implementation of birth plans integrated into childbirth preparation classes in Tehran, Iran.MethodsThis study is a randomized controlled clinical trial performed on 300 pregnant women at 32–33 weeks of gestation referring to four public health centers in Tehran, Iran. The participants were randomly allocated into intervention and control groups using block randomization method. A training session on the items of the birth plan checklist was held in the fifth session of childbirth preparation classes for the participants in the intervention group. Accordingly, a birth plan was prepared according to the requests of mothers. The birth plan was implemented after the women were admitted to the maternity ward. The primary outcomes were frequency of vaginal birth, mean duration of labor stages, and mean score of childbirth satisfaction. We used a checklist of maternal and neonatal outcomes, Mackey's childbirth satisfaction questionnaire, and a partogram form for data collection. Independent t-test, Mann–Whitney U-test, Chi-square test, Fisher's exact test, and logistic regression were used for data analysis.ResultsVaginal birth rates were significantly higher in women who had birth plans compared with those without (81.9% vs. 48.7%, p

Objective: To determine if childbirth education is associated with improved outcomes for national maternal child health goals in the United States. Methods: This was a secondary analysis of PRAMS data. The sample was limited to survey respondents who answered a question "During your most recent pregnancy, did you take a class or classes to prepare for childbirth and learn what to expect during labor and delivery?" The outcomes included nine national objectives from Title V and Healthy People. Logistic regression models were built with control for characteristics associated with attending childbirth education. Odds ratios were converted to adjusted risk ratios for interpretation. Stratification by maternal race/ethnicity and use of Medicaid identified opportunities for improvement in childbirth education. Results: Of the 2,256 eligible respondents, 936 (41.5%) attended childbirth education. Attending childbirth education was associated with reduced likelihood of primary cesarean (ARR 0.79), increased attendance at postpartum visit (ARR 1.06), use of birth control (ARR 1.07), safe infant sleep (Back to Sleep ARR 1.04; Sleep on Own 1.12), and breastfeeding (Ever breastfeed ARR 1.08; still breastfeeding ARR 1.15). No association was found for LARC use or postpartum depression. Not all benefits of childbirth education were apparent for all racial/ethnic groups, nor for those with Medicaid insurance. Conclusions for practice: Childbirth education is a community intervention that may help achieve population maternal and child health goals. [ABSTRACT FROM AUTHOR]

In response to the cessation of in-person prenatal education services during the COVID-19 pandemic, we adapted an evidence-based curriculum to a live virtual format entitled Ready, Set, Baby Live COVID-19 Edition (RSB Live). In a sample of 146 pregnant people, participation in RSB Live was associated with high levels of knowledge about the benefits of breastfeeding, early infant hunger cues, and recommended maternity care practices, as well as high levels of satisfaction with adaptations to the session's content and virtual delivery. Participation was also associated with a significant increase in prenatal breastfeeding intention, a known predictor of breastfeeding outcomes. This study supports live, virtual education with a standardized curriculum as an effective and acceptable means of providing prenatal education. [ABSTRACT FROM AUTHOR]

Objective As induction of labor (IOL) becomes more common, hospitals must adjust to accommodate longer length of stays on labor and delivery. An alternative to reduce the length of time spent on labor and delivery during an IOL is to perform cervical ripening on an antepartum unit. However, this may affect patient satisfaction and knowledge about the birthing process. This study aimed to evaluate whether cervical ripening conducted in an antepartum unit, rather than on a labor and delivery unit, was associated with changes in patient satisfaction with birth experience and baseline knowledge about IOL. Additionally, the study aimed to understand how patients would prefer to receive education on the IOL process. Methods This prospective observational study recruited English and Spanish-speaking patients at or after 39 weeks and 0 days gestation who were admitted for IOL. Consenting patients completed a preliminary survey containing sociodemographic and obstetric information as well as a previously validated survey on IOL knowledge on admission. Within 48 h of delivery, patients completed a follow-up survey including a validated birth satisfaction survey, the Birth Satisfaction Scale-Revised, and questions eliciting their preferred IOL education method. Data analyses compared patients who were admitted to antepartum for IOL to those admitted directly to labor and delivery. Multivariate analyses adjusted for sociodemographic and obstetric differences between the two groups. The primary outcomes were scores on the Birth Satisfaction Scale-Revised and on a test examining IOL knowledge. Secondary outcomes included preferred method of IOL education, obstetric outcomes, and neonatal outcomes. Results A total of 277 eligible patients were approached from October 2020 to March 2021. Of the 216 (78%) that consented, 159 (74%) completed the follow-up survey and were subsequently included in this analysis. Individuals admitted directly to antepartum (n = 122) more commonly self-identified as Latina, Latin American, or Hispanic (27.9% vs. 8.1%, p = .01) and were nulliparous (68.0% vs. 21.6%, p < .001) compared to participants admitted to labor and delivery for IOL (n = 37). Patients admitted to labor and delivery were more likely to undergo elective induction (29.7% vs. 9.8%, p = .006). Admission unit was not associated with differences in birth satisfaction scores or obstetric or neonatal outcomes. However, after controlling for potential confounders, patients admitted to the antepartum unit correctly answered a greater percentage of questions assessing IOL knowledge compared to patients admitted to labor and delivery (73.9% vs. 62.3%, adjusted mean difference (aMD) 12.6 [95% CI 7.2, 18.0]). Patients in both groups indicated preference for reviewing an induction checklist with a provider during prenatal care (59.1%) or using a technology-based intervention (37.1%) over attending in-person classes (3.1%) to learn more about IOL. Conclusion Unit of admission for IOL is not associated with satisfaction with birth experience but is associated with patient knowledge of IOL. This suggests that IOL may be initiated in less acute units than labor and delivery without altering birth experience and may potentially allow for increased patient knowledge. Additionally, IOL checklists or technology-based education may help to further increase patient knowledge about IOL. [ABSTRACT FROM AUTHOR]

Objectives The aim of this study was to elucidate the effect of application-based antenatal education based on social cognitive theory (SCT) on Health Promoting Lifestyle Profile II (HPLP II) scores, compliance with iron tablet consumption, and readiness for childbirth and complications among pregnant women in Denpasar, Bali, Indonesia. Methods This randomized controlled trial included 71 pregnant women in the treatment group and 74 pregnant women in the control group. The treatment group application-based antenatal education based on SCT, while the control group attended a conventional pregnancy class. Iron tablet consumption was verified by counting the remaining iron tablets. Information on participants’ lifestyles was collected using the HPLP II questionnaire with the help of an assistant. The collected data were statistically analyzed using IBM SPSS ver. 24.0. Results The antenatal education intervention effectively increased the HPLP II score by 0.32 points (2.62±0.331 before the intervention and 2.94±0.273 after). Meanwhile, the control group had a 0.13-point increase (p=0.001), from 2.67±0.336 to 2.80±0.275. There was no significant difference in iron tablet consumption (p=0.333) or readiness for delivery and complications (p=0.557) between the treatment and control groups. Conclusion Application-based antenatal education with SCT effectively increased the HPLP II scores of pregnant women in Denpasar, Bali. Although there was no significant difference in iron tablet consumption or readiness for delivery and complications, the values increased to a greater extent in the treatment group than in the control group. This education model is more suited to urban pregnant women who employed and have good internet access.

Background: There are concerns about the capacity of healthcare providers to adequately counsel women on the implications of noninvasive prenatal screening (NIPS). Studies suggest that more resource‐efficient counselling methods are needed for broad adoption. Aims: We prospectively examined the effectiveness of alternative methods of prenatal counselling on a patient's knowledge and understanding of prenatal testing choices, with a focus on NIPS. We also evaluated prenatal test choice and emotional well‐being after making this decision. Methods: Women from a low socio‐economic population were offered NIPS at no additional cost along with typical prenatal screening and diagnosis. Study participants underwent prenatal counselling via a web‐based video consultation or a telephone consultation with a genetic counsellor. Participants were asked to complete pre‐counselling and post‐counselling questionnaires. Results: Of 1000 women enrolled, 600 completed both surveys in full and were included in the analysis. Of these, 354 (59%) underwent counselling via a telephone consultation and 246 (41%) via the web‐based video consultation. Both counselling methods led to a significant increase in patient knowledge (P < 0.01). NIPS uptake was equivalent between groups. Patients expressed a high level (90%) of satisfaction with their prenatal screen choice, with no significant difference (P > 0.10) between telephone and web participants. Conclusions: Alternative methods of counselling such as a web‐based education portal can be highly effective and should be considered to enable informed decision‐making prior to undergoing prenatal screening such as NIPS. Further, web‐based education tools could be beneficial for those in rural areas with limited access to healthcare providers and non‐native speakers. [ABSTRACT FROM AUTHOR]

Aim: This study conducted in rural Tanzania examined the effects of a midwife‐led prenatal group program on: (1) improvement of knowledge of the physiological symptoms of pregnancy; (2) promotion of pregnancy‐related empowerment; (3) enhancement of intention to self‐care behaviors for safer childbirth; and (4) gaining satisfaction with antenatal care visits. Methods: This work was a quasi‐experimental study with a control group using a pre‐post study design conducted in two district hospitals in Tanzania. Data were collected from 108 analyzed pregnant women from the prenatal group program (n = 54) and control program (n = 54) using questionnaires before (baseline) and after (endline) the program. The program consisted of lecture, sharing, and review sessions. The control program consisted of the same lectures. The contents of both programs included physiological symptoms of pregnancy and self‐care behaviors. The primary outcome was knowledge of common symptoms of pregnancy. The secondary outcomes were Pregnancy‐Related Empowerment Scale score, intention to self‐care behaviors, and satisfaction. Results: The primary outcome of knowledge of common symptoms of pregnancy was significantly increased in the intervention group compared with the control group (t = 2.677, p =.009). The secondary outcome of one of the Pregnancy‐Related Empowerment Scale statements about midwife's respectful attitude toward women's decision was significantly increased in the intervention group compared with the control group (U = 2.076, p =.038). Conclusions: The interventional prenatal group program during pregnancy was effective in increasing knowledge of common symptoms of pregnancy and in identifying favorable midwife connectedness. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To determine the effect of childbirth preparation education on the prenatal adaptation of pregnant women. METHODS: This study design was a quasi-experimental; one-group pretest-posttest. This study was conducted with the participation of 42 pregnant women and their spouses. The educations were given in four sessions in a special area designed for childbirth preparation educations in a private hospital where the study was conducted. The data of the study were collected using the Pregnant Women Information Form and the Prenatal Self-Evaluation Questionnaire. Prenatal Self-Evaluation Questionnaire consists of seven subscales which are the well-being of pregnant women and their infants, acceptance of pregnancy, acceptance of motherhood, fear of childbirth, relationship with her mother and relationship with her spouse. The Wilcoxon signed rank test statistics were used to analyze the difference between the pretest and posttest PSEQ scores. RESULTS: The concerns about the well-being of pregnant women and their infants (p <.05), acceptance of pregnancy (p <.05), acceptance of motherhood (p <.05), fear of childbirth (p <.05), relationship with her mother (p <.05), relationship with her spouse (p <.05) subscale and total adaptation score (p <.05) were significantly higher before the education compared with the after the education. However, there was no significant difference between pre and post-education scores regarding readiness for birth subscale (p >.05). CONCLUSION: This study showed that childbirth preparation education improves prenatal adaptation, acceptance of pregnancy and motherhood, relationship with her mother and relationship with her partner of pregnant women. In addition, it decreased fear of childbirth of pregnant women. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to explore the significance and insights derived from the experiences of pregnant women in Korea who participated in online prenatal education during the COVID-19 pandemic., Methods: This study employed the hermeneutic phenomenology framework developed by Colaizzi. It involved 12 pregnant women who participated in online prenatal education provided by public health centers in Chuncheon, Korea. Data collection was achieved through in-depth interviews conducted in Korea from October 2021 to April 2022., Results: In total, 51 significant statements were extracted from the interview data and then categorized into 10 themes. Finally, three categories were formed by merging similar themes. The three basic categories of participants' experiences of online prenatal education were "feeling of safety and comfort in body and mind," "frustrated by a lack of interaction," and "digital education being a double-edged sword." Pregnant women expressed ambivalence regarding the benefits and drawbacks of the online educational experience. They desired more interactive and practical learning opportunities, even as they appreciated the comfort of learning remotely., Conclusion: This study revealed the phenomenon of online prenatal education as an advanced form of distance-based prenatal education instead of the traditional in-person classroom. To maximize the educational effectiveness of this new format, public health center policies must address the digital literacy gap and enhance accessibility by leveraging the immersive multimedia experiences that online education offers to pregnant women. We recommend that maternal healthcare providers adopt this innovative approach to prenatal education, utilizing distance education technology to improve participation and promote immersion.

Abstract Background Oral health of the mother-infant dyad is important to preserve general health. However, there are few instruments in Spanish for the evaluation of knowledge, attitudes and practices that determine this construct. Therefore, this research aimed to develop and evaluate the psychometric properties of the Maternal Oral Health Knowledge, Attitudes and Practices Questionnaire (CAPSOM in Spanish). Methods In this instrument development study that carried out in 2018–2019, involving pregnant women between the ages of 18 and 45 in the city of Leon, Guanajuato, Mexico. The sample size was calculated based on 10 women per questionnaire item (n = 10 k). The study used Cronbach’s alpha, the modified Lawshe test of validity criteria, factor analysis, and the level of difficulty and discrimination of the items. Results 207 women took part with their signed, informed consent (25 ± 6 years). The internal consistency of the instrument, both total and by dimension was α = 0.70, α = 0.66 knowledge, α = 0.74 attitudes, and α = 0.66 practices. Values of Content Validity Ratio’ ≥ 0.60 were obtained for the final 10 items and Content Validity Index’ = 0.90. The average difficulty index of items was 0.40, and there were significant differences (Kruskall–Wallis, p

Background: Because of its many benefits, exclusive breastfeeding for 6 months is a common public health goal. However, only 44% of infants aged 0–6 months are exclusively breastfed worldwide and, in the United States, only 26% of infants are exclusively breastfed for 6 months. The restrictions imposed during the COVID-19 pandemic may have reduced these rates even further. Research Aim: To examine the differences in breastfeeding exclusivity and satisfaction before and during the COVID-19 pandemic. Methods: A cross-sectional, two-group survey design was used. Parents (N = 110) of infants born April 1 to December 31, 2019 (pre-pandemic; n = 69), or April 1 to December 31, 2020 (during the pandemic; n = 41), who received lactation support services from an urban academic breastfeeding clinic were surveyed. Results: Respondents who gave birth in 2020 (pandemic year) were no less likely to exclusively breastfeed for the first 6 months of their infant's life compared to respondents who gave birth in 2019 (pre-pandemic year). After multivariable logistic regression, the odds of high breastfeeding satisfaction were 73% lower in respondents with infants born in 2020 than in respondents with infants born in 2019 (OR = 0.27, 95% CI [0.08, 0.89]). The strongest contributor to high breastfeeding satisfaction was a prenatal breastfeeding visit with an International Board Certified Lactation Consultant. Conclusions: Future research is needed to identify the specific pandemic-related factors that led to the difference in breastfeeding satisfaction between the two groups and to confirm the impact of prenatal International Board Certified Lactation Consultant visits on breastfeeding satisfaction. [ABSTRACT FROM AUTHOR]

While perinatal education programs are designed to help nulliparous women prepare for childbirth and care of a newborn, many women in the United States do not attend such programs. This article presents partial data from a longitudinal study of 2,884 women aged 18–35 years who birthed their first child in Pennsylvania from 2009–2011. These partial data focused on women's participation in perinatal education and identify disparities in attendance. Overall, 79.1% reported attending one or more perinatal education programs. Women who were White, college educated, aged 30 years or older, and not in poverty were more likely to attend perinatal education programs. These results suggest a need for improved efforts to provide free or low-cost perinatal education to women across the socioeconomic spectrum in the U.S, especially in Pennsylvania. [ABSTRACT FROM AUTHOR]

Background: Research shows that pregnant women experiencing housing insecurity are more likely to face barriers to prenatal care that can lead to negative health outcomes for both mother and infant. Previous studies have also shown that prenatal education programs provide pregnant mothers with the knowledge and resources that increase the likelihood of positive health outcomes. An interprofessional healthcare team in Central Arkansas modified an existing prenatal education program to create Motherhood Together, a program specifically tailored for pregnant women facing house insecurity. Methods: The purpose of this initial evaluation of the Motherhood Together program was to identify the feasibility of the program and preliminary outcomes. This evaluation sought to better understand the demographic composition of the population participating in Motherhood Together (n = 19), as well as the effect of the program on infant outcomes, health literacy, and maternal self-care. The overall participant experience and feedback to enhance the program was also obtained. Results: The average age of participants was 24.6 years old and 77.8% reported high school as their highest level of educational attainment. The majority of participants identified as Black/African American (77.8%) and 22.2% identified as White. Participants scored the experience of Motherhood Together sessions positively with an overall score of 3.75/4.00. Participants reported an average gestational age at delivery being 36.9 weeks with 25% reporting preterm births following the program. Multivitamins were reported as being taken by 100% of participants following participation. Conclusion: Tailoring the pre-existing educational program to create the Motherhood Together program was clearly feasible and continues to serve as a critical resource for improving equity in infant and maternal outcomes in central Arkansas. [ABSTRACT FROM AUTHOR]

Background and Objective: Du to importance of Lifestyle modification during pregnancy, the present study was conducted with the aim of determination of of childbirth preparation training outcome on lifestyle and mode of delivery of Gorgan women. Materials and Methods: This historical cohort study was conducted on 352 women under coverage of comprehensive health Gorgan 6-12 months after delivery. 176 of women who participated in childbirth preparation training as exposed group by census method sampling and 176 women who did not participated as non- exposed group by matching method Sampling in terms of age and maternal education included in the study. Lifestyle was assessed with Health Promoting Lifestyle Questionnaire (HPLP II). Data analysis was performed using SPSS18 software and Chi-square, independent t-test, Mann-Whitney, Kruskal-Wallis, Analysis of variance tests and to analyze the relative risk analysis of logistic regression. Results: The mean score of total lifestyles in exposure group was (141.16 ± 22.26) and in the non-exposure group was (137.16 ± 20.67). Despite of the higher mean score in all six Subscale of lifestyle was higher in the exposure group, the independent t-test did not show significant difference (P=0.08), but there was a significant difference in the Subscale of stress management (P= 0.04). In addition, the relative risk for vaginal delivery was 1.49 (1.09-2.02) and vaginal delivery %13.1 was higher in the exposure group (P= 0.009). Conclusion: Participating in childbirth classes increases vaginal delivery rate and the mean score of the total lifestyle and its six Subscale, even after 6-12 months after childbirth, and in the Subscale of stress management has the greatest impact. [ABSTRACT FROM AUTHOR]