جستجوی مقالات مرتبط با کلیدواژه "prenatal education" در نشریات گروه "پزشکی"

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.

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.

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.

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.

Fissure sealant therapy is one of the most effective strategies to prevent dental caries. Sealants fill the occlusal grooves of the posterior teeth and prevent the accumulation of microorganisms and subsequent development of caries as such. This study aimed to evaluate parental education on fissure sealant therapy.

A search was conducted in seven international databases or websites including BioMed Central, Google Scholar, PubMed, ProQuest, and Seer, and two national databases (SID and Magiran) for relevant articles on the Iranian population published between 2011 and 2021. Of a total of 3,980 articles retrieved by the initial search, 7 articles were selected with experimental and quasi-experimental designs. The interventions were in the form of educational programs with follow-up sessions, examinations, and preventive services at different times. The variables included knowledge, attitude, self-efficacy, fissure sealant, and dental caries. 

All the tested variables significantly changed after the educational intervention.

According to the results of the reviewed interventional studies in Iran, instruction of oral health-promoting behaviors and fissure sealant therapy to parents has a positive effect on the practice of the parents concerning fissure sealant therapy. It also appears that interventions based on theoretical education and changing behavioral models can be effective in promoting oral health practice.

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.

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.

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.

Maternal-fetal attachment training did not boost interaction with the fetus in mothers with unplanned pregnancies; thus, deeper psychological interventions are needed.

 Parents of young children with autism spectrum disorder (ASD) regularly seek the support of professionals when the child is diagnosed with ASD.

 This study aimed to investigate the effectiveness of pivotal response treatment (PRT) training for mothers in improving the communication skills of ASD children.

 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.

 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).

 The results showed that parental training in PRT can provide permanent and effective therapy for children with ASD in the home environment.

Many children with autism spectrum disorder (ASD) are unable to benefit from timely interventions. This research aimed to indirectly enhance play and communication skills in ASD children by providing a video educational package and distance education for their parents.  

In this clinical trial study, 32 parents and their children with ASD were randomly assigned to either the intervention or waitlist control groups. The intervention group received an educational video package along with 24 one-hour online sessions. The frequency of communication, engagement in functional games, and the use of conventional and unconventional gestures were assessed before, immediately after, and 3 months following the completion of the intervention in the participating children. The variables were analyzed within and between the two groups using a mixed between-within-subjects analysis of variance (ANOVA).  

The intervention group achieved significantly higher scores than the control group in the frequency of communication (P = 0.003), functional play (P < 0.001), and conventional gestures (P < 0.001). Conversely, the intervention group had significantly lower scores than the control group in unconventional gestures (P < 0.001).   

The observed improvements in both parents and children within the intervention group provide compelling support for the effectiveness of telepractice in speech therapy. This suggests that incorporating remote training methods into speech therapy sessions could enhance access for children with ASD to these interventions.

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.

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.

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.

Parenting preparation classes can contribute to the reduction of fear of childbirth and the perception of traumatic childbirth in women.

Prenatal education provides information about pregnancy, the birth process, and the promotion of parenthood and is a positive approach to preparing the mother for childbirth. This study aims to determine the effect of prenatal education on the quality of life (QoL) of nulliparous women referred to Amini Langroudi Hospital.

This quasi-experimental study was conducted on 93 pregnant women who were referred to Amini Langroudi Hospital from 2013 to 2015. The samples were selected via the convenience sampling method and then divided into an intervention group (n=48) and a control group (n=45). The data was collected by a two-part questionnaire, including personal and obstetrics information, along with the QoL questionnaire (36-item short-form survey). The questionnaires were completed by mothers in their 20th week of pregnancy and at the end of care. Pregnant women in the intervention group were trained in 8 sessions by midwives. The data were analyzed using the independent t-test, the paired t-test, and the Chi-square test. 

The results of the independent t-test showed no significant difference between the dimensions of life quality before the intervention in nulliparous women in both groups. A significant difference was observed in the functional limitation due to physical problems between the scores of dimensions of QoL after intervention in nulliparous women in the intervention group (P=0.00) and the control group (P=0.04). Meanwhile, no statistically significant difference was detected in other dimensions in the intervention group (independent t-test).

This study showed that after training classes, the participants’ mental health was better in the intervention group compared to the control group, although there was no significant difference.

There are uncertainties and contradictions in the literature about the effectiveness of maternity schools. The purpose of this study is to determine the effectiveness of prenatal trainings performed in an institutional and disciplined manner.

This study was prospectively conducted between 2018 and 2019, and 245 primiparous pregnant women who gave birth in our hospital were examined. On a volunteer basis, a study group ( n = 108) was created including patients who attended the maternity school trainings and a control group was created including patients who did not attend these trainings ( n = 137). Both groups were compared in terms of caesarean section rates, active phase periods of birth, visual analogue scale (VAS) during active labor, Edinburgh Postnatal Depression Scale (EPDS) score, time from birth to first skin contact, newborn Apgar scores, and admission rates to the neonatal intensive care unit.

Cesarean section rates were significantly lower in the maternity school group (21.1% versus 29.19%). In the maternity school group, the active phase period of delivery was shorter ( p < 0.001), VAS was lower during active labor (p < 0.001), and EDPS score was lower ( p < 0.001). Education level was higher in the maternity school group than in the control group ( p < 0.001).

Institutional and disciplined antenatal pregnancy trainings provide significant benefits during pregnancy, delivery, and postpartum period depression by especially reducing the rates of cesarean section and postpartum depression.

It seems that 14–25% of the women retain at least 5 kg weight from 6 to 12 months after delivery and gestational weight gain is the most important reason of weight retention. Thus, we assessed the effect of prenatal nutrition education program on the retained weights at 8, 26, and 52 weeks after delivery in primiparous women.

This randomized controlled trial was implemented among 192 primiparous pregnant women in five hospitals, fifteen community health centers, and fifteen private offices. Self-developed questionnaire was used to collect the participants’ characteristics. A 72-hr dietary recall was applied to evaluate the food intakes before and after intervention. The pregnancy physical activity questionnaire determined the physical activity score. The participants’ weights at 8, 26, and 52 weeks after delivery were measured by a digital beam.

The means of postpartum weight decreased in both groups, but nutrition education was significantly effective on reducing postpartum weight in intervention group (β = -3.112, SE = .7384, P < 0.001). Also, the women in intervention group had less retained weight compared to control during the follow-up (β = -3.35, SE = 0.75, p < 0.001). The proportion of pregnant women in intervention group who reached to their pre-gravid weight was more than control during the follow-up (OR = 2.86, 95% CI: 1.62, 5.07).

Nutrition education considering an individualized calorie-appropriate diet for each pregnant woman and based on the national guideline is effective on postpartum weight retention and reaching to pre-gravid weight.

Prenatal education provides opportunities for health promotion of healthy behaviors and risk reduction. Quality and coherence with prenatal health promotion best practices depend on an individual class instructor. The objective of our study was to document the experiences, practices, and perceptions of our diverse Ottawa, Canada community of prenatal educators.

In this quantitative, mixed methods e‑survey conducted in Ottawa, Canada, prenatal educators were asked to describe their prenatal class settings, delivery formats, content, perceptions of pregnant women, and recommendations. Data were analyzed by descriptive statistics and thematic content analysis.

Respondents included public health nurses and a diverse group of “allied childbirth educators” (ACE). Topics related to pregnancy, labor, and postpartum issues were well addressed; however, established and emerging risks to pregnancy were omitted. Nurses were more likely to discuss lifestyle risks to pregnancy and general prenatal health promotion, whereas ACE respondents emphasized informed consent and individualized counseling. Women marginalized by social exclusion including Indigenous women, immigrants, and women with disabilities were perceived as missing from prenatal educational settings.

Heterogeneity of prenatal education provides opportunities for collaboration; however, established and emerging risk factors to pregnancy are neglected topics. Addressing the needs of diverse communities of pregnant women requires timely, evidence‑based, inclusive, and culturally safe delivery of prenatal health promotion.

Childbirth preparation classes are planned to make the delivery more pleasant and reduce the number of cesarean sections. This study aimed to examine the effect of attending childbirth preparation classes on prepartum and postpartum maternal mental well-being.

This single-blind clinical trial was conducted in Sabzevar healthcare centers. 120 nulliparous women were selected in 2017, applying a convenience sampling method, and randomly divided into two equal groups, intervention and control. The intervention group (at 20 weeks to 38 weeks of gestation) participated in 8, 90-minute sessions of the childbirth preparation classes; however, the control group only received the routine prenatal care. Before and after the intervention and 14 days after the delivery, the maternal mental well-being questionnaire was completed by the mothers and then analyzed by the repeated-measures ANOVA.

Results showed that the mean score of the intervention group’s maternal mental well-being index (73.7±1.8) was significantly higher than that of the control group (65.5±2.1) (P<0.001). Moreover, the trend of changes in the scores of this index was different in the two groups and did not change in the intervention group from pretest to posttest and follow-up, while it decreased in the control group (P<0.048).

Although maternal mental well-being reduces in the second half of pregnancy until after giving birth, attending childbirth preparation classes stabilizes prepartum and postpartum maternal mental well-being.