Blackford K A, Richardson H, Grieve S
Canadian Centre on Disability Studies, Winnipeg, Manitoba.
J Adv Nurs. 2000 Oct;32(4):898-904.
Prenatal nurse educators are well prepared to meet the learning needs of many expectant mothers. But how prepared are they to meet the learning needs of mothers with disabilities? To answer this question, eight mothers with various chronic illnesses located in north-eastern Ontario, Canada were asked to describe their maternity experiences. Given the small convenience sample and exploratory nature of the study, a qualitative content analysis was done. The mothers' reports described interaction with a variety of health professionals. This analysis focuses on findings specific to nurses who provide prenatal education. In general, mothers reported they had received insufficient, inappropriate information, especially about their pregnancy and chronic illnesses. The mothers thought that nurses doubted the ability of women with disabilities to be decision-makers or responsible and 'proper' mothers. Suggestions by disabled mothers for quality care in prenatal education are described. A more emancipatory approach to preparing nurses for practice as prenatal educators is recommended. Such an approach can reduce the barriers associated with power differences between women with disabilities as 'learners' and their nurse 'teachers'.
产前护理教育工作者已做好充分准备，以满足许多准妈妈的学习需求。但她们在满足残疾母亲的学习需求方面准备得如何呢？为了回答这个问题，研究人员询问了加拿大安大略省东北部的八位患有各种慢性病的母亲，让她们描述自己的孕产经历。鉴于该研究样本规模小且具有便利性，以及探索性的特点，研究人员进行了定性内容分析。母亲们的报告描述了与各类医疗专业人员的互动情况。本分析聚焦于提供产前教育的护士的具体研究结果。总体而言，母亲们表示她们收到的信息不足且不恰当，尤其是关于她们的怀孕情况和慢性病方面的信息。母亲们认为护士怀疑残疾女性成为决策者或成为有责任心且“合格”母亲的能力。文中描述了残疾母亲对产前教育优质护理的建议。建议采用一种更具解放性的方法，为护士作为产前教育工作者的实践做好准备。这样一种方法可以减少残疾女性作为“学习者”与她们的护士“教师”之间因权力差异而产生的障碍。
