{"title":"COVID-19 Impact on Group Prenatal Education: A Comparison of Virtual and In-Person Formats.","authors":"Carolyn R Ahlers-Schmidt, Ashley M Hervey","doi":"10.1891/JPE-2022-0008","DOIUrl":null,"url":null,"abstract":"<p><p>This retrospective study compared knowledge, intention, and satisfaction outcomes between pregnant women who attended prenatal education in person (<i>n</i> = 202; 55%) prior to the COVID-19 pandemic or virtually (<i>n</i> = 166; 45%) during the pandemic. Results identified increases in knowledge and intention for a healthy pregnancy and safe infant care for both groups. Virtual participants were less likely to endorse developing a birth plan (<i>p</i> = 0.035), knowledge of breastfeeding resources (<i>p</i> = 0.006), confidence in the ability to breastfeed (<i>p</i> = 0.033), and plans to use only a safe infant sleep location (<i>p</i> = 0.045). Important education was provided by continuing Baby Talk during the pandemic. However, topics with activities/demonstrations during in-person learning that were discontinued for virtual learning had significantly lower increases for virtual participants. Virtual education should incorporate more demonstrations/activities.</p>","PeriodicalId":46449,"journal":{"name":"Journal of Perinatal Education","volume":"32 3","pages":"133-140"},"PeriodicalIF":0.6000,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10386784/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Perinatal Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1891/JPE-2022-0008","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This retrospective study compared knowledge, intention, and satisfaction outcomes between pregnant women who attended prenatal education in person (n = 202; 55%) prior to the COVID-19 pandemic or virtually (n = 166; 45%) during the pandemic. Results identified increases in knowledge and intention for a healthy pregnancy and safe infant care for both groups. Virtual participants were less likely to endorse developing a birth plan (p = 0.035), knowledge of breastfeeding resources (p = 0.006), confidence in the ability to breastfeed (p = 0.033), and plans to use only a safe infant sleep location (p = 0.045). Important education was provided by continuing Baby Talk during the pandemic. However, topics with activities/demonstrations during in-person learning that were discontinued for virtual learning had significantly lower increases for virtual participants. Virtual education should incorporate more demonstrations/activities.
期刊介绍：
The Journal of Perinatal Education (JPE) is the leading peer-reviewed journal specifically for childbirth educators. Through evidence-based articles, the JPE advances the knowledge of aspiring and seasoned educators in any setting-independent or private practice, community, hospital, nursing or midwifery school-and informs educators and other health care professionals on research that will improve their practice and their efforts to support natural, safe, and healthy birth. The JPE also publishes features that provide practical resources and advice health care professionals can use to enhance the quality and effectiveness of their care or teaching to prepare expectant parents for birth. The journal''s content focuses on pregnancy, childbirth, the postpartum period, breastfeeding, neonatal care, early parenting, and young family development. In addition to childbirth educators, the JPE''s readers include nurses, midwives, physicians, and other professionals involved with perinatal education and maternal-child health care.
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