The impact of antenatal classes on the newborn state

Szymański, Sławomir; Aniołkowska, Paula Weronika; Fryc, Dorota; Konstanty-Kurkiewicz, Violetta

doi:10.17219/pzp/104606

Cited by 2 publications

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“…However, in recent years, numerous studies have shown that antenatal training is often a good way to remove or alleviate fears associated with pregnancy and childbirth because it provides knowledge and skills to pregnant women and the family [59,60]. Further studies have shown that antenatal training allows a greater knowledge of the birth path, increases the degree of birth satisfaction, and strengthens the self-efficacy linked to childbirth and the sense of control during birth [61][62][63][64][65][66][67].…”

Section: Introductionmentioning

confidence: 99%

A Psychoeducational Intervention in Prenatal Classes: Positive Effects on Anxiety, Self-Efficacy, and Temporal Focus in Birth Attendants

Diotaiuti

Valente

Mancone

et al. 2022

IJERPH

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Background: Previous studies have reported associations between high maternal anxiety, temporal perceptions during pregnancy, and a poor sense of self-efficacy. One type of anxiety expecting mothers experience is associated with childbirth, which previous studies have shown can be reduced by antenatal training. Recent contributions have pointed out that current prenatal courses, while providing important and useful knowledge, do not devote sufficient content to the mental health of the parturient and to the psychological issues that can arise before and after the birth. Methods: In total, 80 pregnant women were provided with a special prepartum course in which ample space was devoted to topics such as maternal mental health, parenting skills and couple relationship, relaxation techniques, and assertiveness. Perception of threat, state anxiety, temporal focus, needs and expectations, and self-efficacy were assessed by comparing this psychoeducational intervention group with a traditional antenatal course group (n = 80), and a control group (n = 80). Two-way mixed ANOVAS (3 × 2) were performed for each dependent variable considered, including the time variable (pre-course–post-course) as a factor within the participants and the group variable as a factor between the subjects. Results: The psychoeducational intervention actually induced significant and positive changes primarily on four dimensions: state anxiety, perceived self-efficacy, the need for information, and reassurance of the pregnant women who participated in this trial. Conclusions: The study suggests improving the quality of prenatal classes by paying particular attention to the content and communication used within the group, in order to gratify at the highest level, the need for information, reassurance, and sharing that characterize the parturient’s request for support. The evidence collected recommends further replicating the intervention protocol described in order to improve the psychophysical well-being of women in a delicate moment such as pregnancy and preparation for childbirth, but especially in terms of the prevention and containment of the risks of psychological distress that currently affect a significant number of women after childbirth.

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Section: Introductionmentioning

confidence: 99%

A Psychoeducational Intervention in Prenatal Classes: Positive Effects on Anxiety, Self-Efficacy, and Temporal Focus in Birth Attendants

Diotaiuti

Valente

Mancone

et al. 2022

IJERPH

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The usefulness of a birthing school in the male perception

Kulmaczewska,

Krajewska-Kułak,

Karakiewicz

et al. 2024

Prog Health Sci

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Introduction: Conscious parenting and a modernfamily model have been constantly developing overthe years. Modern men's approach to parenting hasalso changed.Aim of the study: To examine why men participatein antenatal classes, how they perceive these classes,and whether participation and perception are influenced by the duration of marriage, men's age, education, and place of residence.Material and methods: The study included twogroups of 200 men who would become fathers thefollowing year and attended a birthing school(groupI) and those who would become fathers the followingyear and did not attend a birthing school(group II).The researchers used a diagnostic survey methodbased on a self-authorship survey consisting of ageneral part, a Questionnaire for EmpathicUnderstanding of Other People(KRE), and a CopingInventory for Stress Situations(CISS)Results: Only 138(34.5%) of the surveyed men fromboth groups participated in the previous childbirth oftheir wives or partners. Previously, 118(29.5%) ofthe surveyed men from both groups participated inantenatal classes. Most study subjects learned abouta birthing school from their wives: 248(58.8%). Thelevel of empathy in both groups was also assessed.The study subjects attending a birthing school mostoften presented a high level of empathy(92.5%), while those who did not participate had a lowlevel(61.5%). The analysis of a stress-coping styleshowed significant differences only in task-orientedcoping: it was used to the greatest extent by the menwho attended a birthing school. The men in group IImost often evaluated their knowledge of pregnancyand childbirth as low: 101(50.5%). The men fromgroup II paid more attention to knowledge gainedfrom TV than those from group I(37.5% vs. 34.5%).The majority of the subjects attending a birthingschool(97.8%) would recommend other fathers toparticipate in antenatal classesConclusions: Most often, when the men decided toparticipate in antenatal classes, they desired toprepare for the care of a baby, acquire knowledge ofmedical issues, and develop the ability to supporttheir wives/partners. Participation in antenatalclasses was more often declared by those who hadbeen in a relationship for up to one year or more thantwo years, did not have children, and had a universitydegree. The study subjects attending a birthingschool, compared to those not attending it, moreoften presented a high level of empathy and a taskoriented coping with stress.

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The impact of antenatal classes on the newborn state

Cited by 2 publications

References 0 publications

A Psychoeducational Intervention in Prenatal Classes: Positive Effects on Anxiety, Self-Efficacy, and Temporal Focus in Birth Attendants

A Psychoeducational Intervention in Prenatal Classes: Positive Effects on Anxiety, Self-Efficacy, and Temporal Focus in Birth Attendants

The usefulness of a birthing school in the male perception

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