Effects of health literacy education on adaptation to pregnancy, self‐efficacy, fear of childbirth and health literacy in Turkish pregnant women: A randomized, controlled trial

Abstract

This research aims to evaluate the effects of health literacy (HL) education on Turkish pregnant women's adaptations to pregnancy, self-efficacy, fear of childbirth and HL levels. This was a randomised, controlled trial. The research was carried out in the Marmara region of Turkey between July 2018 and April 2019. This research was conducted with three groups including one control (n = 73) and two intervention (n = 109) groups. One of the intervention groups was given antenatal education (AE) for improving HL (HL-AE) (n = 53), and the other was provided AE (n = 56) only. A Pregnancy Information Form, Prenatal Self-Evaluation Questionnaire, Fear of Childbirth and The Postpartum Period Scale, General Self-Efficacy Scale and Turkey Health Literacy Scale-32 were used for data collection. Results show that adaptation to pregnancy, general self-efficacy and HL levels significantly improved while fear of childbirth decreased in the group that was provided HL-AE intervention group. Additional when the pre-education and post-education scale scores were compared in the AE group, it was found that there was a significant difference in other scale scores, but not for fear of childbirth.

Evaluation of a short antenatal educational intervention in-person and online for high-risk pregnant women linked to antenatal consultation.

“…Our results agree with previous reports showing that antenatal education may have a positive impact on fear reduction and increased self-efficacy of pregnant women during labor and childbirth 10 , 23 . Pregnant women reported feeling more self-assured when they were prepared for the emotional and physical challenges of labor because they knew what to expect and were familiar with the childbirth process 2 .…”

Task-sharing psychosocial interventions for the prevention of common mental disorders in the perinatal period in low- and middle-income countries: A systematic review and meta-analysis

“…After removal of duplicates ( n = 2,298), a total of 4,884 titles and abstracts were assessed for eligibility, 296 of which fulfilled the eligibility criteria. After inspection of full-texts, a total of 23 studies (Abhari et al, 2021; Asnani et al, 2021; Baumgartner et al, 2021; Chaharrahifard et al, 2021; Dayhimi et al, 2020; Gao et al, 2010, 2015; George et al, 2020; Guo et al, 2021; Koçak et al, 2021; Li et al, 2019; Mao et al, 2012; Ozcan & Eryilmaz, 2021; Özçoban et al, 2022; Rajeswari & SanjeevaReddy, 2020; Ramezani et al, 2017; Rong et al, 2021; Rotheram-Borus, Richter et al, 2014; Rotheram-Borus, Tomlinson et al, 2014; Sanfilippo et al, 2020; Sapkota et al, 2022; Tripathy et al, 2010; Vargas-Porras et al, 2021) from 28 publications (Supplemental Appendix D) with 24,442 participants were included in the systematic review. Of these, 22 provided data suitable for the meta-analysis (Figure 1 and Supplemental Appendix D, E).…”

“…Psychosocial interventions were provided by primary-level health care workers (e.g. midwives, nurses, obstetricians) in 16 studies (Abhari et al, 2021; Asnani et al, 2021; Chaharrahifard et al, 2021; Dayhimi et al, 2020; Gao et al, 2010, 2015; Guo et al, 2021; Koçak et al, 2021; Li et al, 2019; Mao et al, 2012; Ozcan & Eryilmaz, 2021; Özçoban et al, 2022; Rajeswari & SanjeevaReddy, 2020; Ramezani et al, 2017; Sapkota et al, 2022). Community workers (e.g.…”

“…In terms of active ingredients, most interventions ( n = 7) included techniques derived from cognitive behavior therapy (CBT)(Abhari et al, 2021; Baumgartner et al, 2021; Koçak et al, 2021; Li et al, 2019; Mao et al, 2012; Ramezani et al, 2017; Sanfilippo et al, 2020), followed by problem-solving techniques in four studies (Asnani et al, 2021; George et al, 2020; Sapkota et al, 2022; Tripathy et al, 2010), and interpersonal theory techniques in two trials (Gao et al, 2010, 2015). Psychoeducation was implemented in four RCTs (Chaharrahifard et al, 2021; Özçoban et al, 2022; Rotheram-Borus, Tomlinson et al, 2014; Vargas-Porras et al, 2021). Three trials employed psychoeducation alongside relaxation techniques (Dayhimi et al, 2020; Guo et al, 2021; Ozcan & Eryilmaz, 2021), and one study adopted psychoeducation alongside CBT (Rotheram-Borus, Richter et al, 2014).…”

“…Three trials employed psychoeducation alongside relaxation techniques (Dayhimi et al, 2020; Guo et al, 2021; Ozcan & Eryilmaz, 2021), and one study adopted psychoeducation alongside CBT (Rotheram-Borus, Richter et al, 2014). Relaxation techniques (including yoga and mindfulness) were adopted in five studies (Li et al, 2019; Mao et al, 2012; Özçoban et al, 2022; Rajeswari & SanjeevaReddy, 2020; Ramezani et al, 2017), while a music component was implemented in one study (Sanfilippo et al, 2020) (Table 1).…”