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Antenatal Education (antenatal + education)

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Selected Abstracts

Turkish women's perceptions of antenatal education

INTERNATIONAL NURSING REVIEW, Issue 3 2010
P. Serçeku
Serçeku, P. & Mete S. (2010) Turkish women's perceptions of antenatal education. International Nursing Review57, 395,401 Background:, Antenatal education is considered essential for expectant women. Although there are a number of studies on the effects of antenatal education, there are few studies featuring substantial evidence in this area. For this reason, the benefits have not been clearly defined. Aim:, To describe women's perceptions of the effectiveness of antenatal education on pregnancy, childbirth and the post-partum period, and also to describe their impressions on the type of education received. Methods:, A qualitative approach was used. The study featured 15 primipara women who had attended antenatal education. Data were gathered through semi-structured interviews and analysed using the content analysis method. Findings:, The results of this study showed that education provided a basis of knowledge about pregnancy, childbirth and the post-partum period. It was found that education could have positive effects on pregnancy, childbirth, breastfeeding, motherhood and infant care, and that it could at the same time have a positive or negative effect on fear of childbirth. Although different advantages were found to be perceived in both individual and group education, it was discovered that the study participants were much more satisfied with attending group sessions. Key conclusions and implications for practice:, Antenatal education should be planned in such a way that its content and methodology do not increase fear. When the lower costs incurred and the higher satisfaction level attained are considered, group education appears to be the type of antenatal education that should be preferred. [source]

Can antenatal education influence how women push in labour?

AUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 3 2009
A Pilot Randomised Controlled Trial on Maternal Antenatal Teaching for Pushing in Second Stage of Labour (PUSH STUDY)
Background:, Antenatal education on the physiology of second stage of labour and effective pushing has not been studied in the literature. Anecdotal observation seems to indicate that some nulliparous women are (at least initially) unable to push effectively. A large proportion seem to reflexly contract the levator ani muscle when asked to push which may have the effect of slowing the progress of labour. Aims:, To test the effectiveness of structured antenatal education for pushing in the second stage of labour versus normal care and its impact on delivery outcome. Methods: One hundred nulliparous women between 35 and 37 weeks gestation were randomised. Intervention: Two 15-min structured education sessions, one week apart, utilising observation of the perineum and a vaginal examination to teach correct technique for relaxing the levator ani muscle and effective pushing. Results:, In both groups, 31 of 50 women (62%) delivered vaginally. Instrumental delivery and caesarean section rates did not differ between the two groups (P = 0.78, relative risk = 1). The mean duration of active second stage for the control group was 53.96 min compared with 57.26 min for the intervention group. This difference of 3.3 min was not statistically significant (P = 0.56). Knowledge of women in the intervention group was increased and the majority of women found the educational sessions helpful. Conclusion:, Antenatal teaching to ensure effective maternal pushing in labour did not result in altered obstetric outcomes relative to the control group. However, there was a measurable qualitative effect from the intervention in that women clearly felt the education sessions to be helpful. [source]

Turkish women's perceptions of antenatal education

INTERNATIONAL NURSING REVIEW, Issue 3 2010
P. Serçeku
Serçeku, P. & Mete S. (2010) Turkish women's perceptions of antenatal education. International Nursing Review57, 395,401 Background:, Antenatal education is considered essential for expectant women. Although there are a number of studies on the effects of antenatal education, there are few studies featuring substantial evidence in this area. For this reason, the benefits have not been clearly defined. Aim:, To describe women's perceptions of the effectiveness of antenatal education on pregnancy, childbirth and the post-partum period, and also to describe their impressions on the type of education received. Methods:, A qualitative approach was used. The study featured 15 primipara women who had attended antenatal education. Data were gathered through semi-structured interviews and analysed using the content analysis method. Findings:, The results of this study showed that education provided a basis of knowledge about pregnancy, childbirth and the post-partum period. It was found that education could have positive effects on pregnancy, childbirth, breastfeeding, motherhood and infant care, and that it could at the same time have a positive or negative effect on fear of childbirth. Although different advantages were found to be perceived in both individual and group education, it was discovered that the study participants were much more satisfied with attending group sessions. Key conclusions and implications for practice:, Antenatal education should be planned in such a way that its content and methodology do not increase fear. When the lower costs incurred and the higher satisfaction level attained are considered, group education appears to be the type of antenatal education that should be preferred. [source]

Can antenatal education influence how women push in labour?

AUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 3 2009
A Pilot Randomised Controlled Trial on Maternal Antenatal Teaching for Pushing in Second Stage of Labour (PUSH STUDY)
Background:, Antenatal education on the physiology of second stage of labour and effective pushing has not been studied in the literature. Anecdotal observation seems to indicate that some nulliparous women are (at least initially) unable to push effectively. A large proportion seem to reflexly contract the levator ani muscle when asked to push which may have the effect of slowing the progress of labour. Aims:, To test the effectiveness of structured antenatal education for pushing in the second stage of labour versus normal care and its impact on delivery outcome. Methods: One hundred nulliparous women between 35 and 37 weeks gestation were randomised. Intervention: Two 15-min structured education sessions, one week apart, utilising observation of the perineum and a vaginal examination to teach correct technique for relaxing the levator ani muscle and effective pushing. Results:, In both groups, 31 of 50 women (62%) delivered vaginally. Instrumental delivery and caesarean section rates did not differ between the two groups (P = 0.78, relative risk = 1). The mean duration of active second stage for the control group was 53.96 min compared with 57.26 min for the intervention group. This difference of 3.3 min was not statistically significant (P = 0.56). Knowledge of women in the intervention group was increased and the majority of women found the educational sessions helpful. Conclusion:, Antenatal teaching to ensure effective maternal pushing in labour did not result in altered obstetric outcomes relative to the control group. However, there was a measurable qualitative effect from the intervention in that women clearly felt the education sessions to be helpful. [source]

Breastfeeding expectations versus reality: a clusterrandomised controlled trial

BJOG : AN INTERNATIONAL JOURNAL OF OBSTETRICS & GYNAECOLOGY, Issue 8 2005
Tina Lavender
Objective To evaluate the affect of an antenatal educational breastfeeding intervention on women's breastfeeding duration. Design Cluster randomised controlled trial. Unit of randomisation: electoral ward. The primary outcome was the proportion that fulfilled their antenatal breastfeeding expectation. Secondary outcomes were the number of women breastfeeding on discharge and at four months. Data were collected using a series of questionnaires and diaries. Setting Teaching hospital in North West of England. Participants Women who expressed a desire to breastfeed at the start of their pregnancy. Methods Women were allocated to either routine antenatal education or an additional single educational group session supervised by a lactation specialist and attended by midwives from their locality. Main outcome measure The proportion of women who fulfilled their expectation of breastfeeding. Result One thousand three hundred and twelve women were randomised, with 1249 (95%) women available for analysis. There was no difference between the groups in the proportion of women who attained their expected duration of breastfeeding (OR 1.2; 95% CI 0.89,1.6; ,2= 1.4, df= 1, P= 0.2; mean cluster size 156, design effect 1.6). There were no differences between the groups in the uptake of breastfeeding on discharge (OR = 1.2; 95% CI 0.8,1.7; ,2= 1.1, df= 1, P= 0.3; mean cluster size 163, design effect = 2.0) or exclusively at four months (OR = 1.1; 95% CI 0.6,1.8; ,2= 0.07, df= 1, P= 0.8; mean cluster size 156, design effect 1.6). Conclusion The provision of a single educational group session supervised by a lactation specialist, and attended by midwives and women, failed to promote the uptake of breastfeeding. Public health interventions, which encourage positive attitudes to breastfeeding within the family and wider community, should be developed and evaluated. [source]