Common content, delivery modes and outcome measures for faculty development programs in nursing and midwifery: A scoping review

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

“…As digital health is an emerging field, there is strong evidence that online antenatal education requires further evaluation, with particular focus on how women experience this contemporary service delivery, and how digital technologies aid the achievement of their health objectives (Australian Digital Health Agency, 2020; Shahid & Johnson, 2018). The provision of antenatal education programs is mostly unregulated – the content, format and mode of delivery are variable, largely dependent on the antenatal educator and the wider organization for whom they may work (Downer, Young, et al., 2020; La Leche League International [llli], 2023; NCT, 2023; Smith & Homer, 2017). Current international standards support high‐quality and responsive education for women in pregnancy, grounded by a salutogenic philosophy (Childbirth and Parenting Educators of Australia [CAPEA], 2018; Mathias et al., 2021; NCT, 2023; Smith & Homer, 2017).…”

“…The provision of antenatal education programs is mostly unregulated – the content, format and mode of delivery are variable, largely dependent on the antenatal educator and the wider organization for whom they may work (Downer, Young, et al., 2020; La Leche League International [llli], 2023; NCT, 2023; Smith & Homer, 2017). Current international standards support high‐quality and responsive education for women in pregnancy, grounded by a salutogenic philosophy (Childbirth and Parenting Educators of Australia [CAPEA], 2018; Mathias et al., 2021; NCT, 2023; Smith & Homer, 2017). With increased scope to utilize digital technologies in this context, there is room to consider a needs‐analysis and potential re‐design of competency standards and philosophy in criteria linked to language and literacy levels, contemporary knowledges of adult learning, and aspects pertaining to facilitation and socialization to reflect the current experience of educators and women alike (CAPEA, 2018; Smith & Homer, 2017).…”

“…Current international standards support high‐quality and responsive education for women in pregnancy, grounded by a salutogenic philosophy (Childbirth and Parenting Educators of Australia [CAPEA], 2018; Mathias et al., 2021; NCT, 2023; Smith & Homer, 2017). With increased scope to utilize digital technologies in this context, there is room to consider a needs‐analysis and potential re‐design of competency standards and philosophy in criteria linked to language and literacy levels, contemporary knowledges of adult learning, and aspects pertaining to facilitation and socialization to reflect the current experience of educators and women alike (CAPEA, 2018; Smith & Homer, 2017). It is worth considering that didactic teaching methods in large face‐to‐face classes can be reductive and generalized (Brady & Lalor, 2017).…”

“…Antenatal education during pregnancy consists of a variety of different options for women and their support people (Smith & Homer, 2017). Historically, within Westernized maternity institutions and wider organizations, antenatal education classes have been mostly facilitated face‐to‐face, by a Registered Midwife or qualified Parent Educator (National Childbirth Trust [NCT], 2023; Roch et al., 2018; Shahid & Johnson, 2018).…”

How should online antenatal and parenting education be structured according to parents? Qualitative findings from a mixed-methods retrospective study

“…Women were historically supported in their pregnancy, birth and parenting journeys by other women in their com munities, with knowledge and information about this tran sition to motherhood shared informally and incidentally. 1 With the increased medicalisation of pregnancy and birth, and hospitals becoming the predominant place of preg nancy care and birth, women have come to depend less on their community avenues of informal support and infor mation, in the process losing valuable knowledge about, and confidence in, the birthing and parenting processes. 2 Antenatal education classes and programmes were devel oped partly in response to this resulting knowledge and confidence gap.…”