Soriano-Vidal F J, Vila-Candel R, Soriano-Martín P J, Tejedor-Tornero A, Castro-Sánchez E
Department of Nursing Universidad Católica de Valencia "San Vicente Mártir", C/Jesús, 10. 46.007, Valencia, Spain; Department of Nursing, University of Alicante, Cta. San Vicente del Raspeig s/n, 03690 San Vicente del Raspeig, Alicante, Spain; Department of Obstetrics and Gynaecology, Hospital Luis Alcanyis, Avda, Ausiàs March, 46800 Xàtiva, Spain; Foundation for the Promotion of Health and Biomedical Research in the Valencian Region (FISABIO), Valencia, Spain.
Department of Nursing Universidad Católica de Valencia "San Vicente Mártir", C/Jesús, 10. 46.007, Valencia, Spain; Department of Obstetrics and Gynaecology, Hospital Universitario de la Ribera, Crta. Corbera km 1, 46.600 Valencia, Spain.
Midwifery. 2018 May;60:41-47. doi: 10.1016/j.midw.2018.02.002. Epub 2018 Feb 8.
Maternity care has focused on lowering maternal and neonatal morbidity, though women's beliefs and expectations of care have been set aside. Women face childbirth with preconceived expectations, some of which could be expressed on their birth plan. The latter could beinfluenced by health professionals through prenatal education classes, though this has not been measured before. Antenatal classes have been argued against,since no resulting improvement in childbirth experience has been demonstrated, though some advantages may be seen: they favour communication and give time for expressing maternal expectations and beliefs. The present study evaluates the influence of prenatal educational classes led by midwives upon women birth preferences.
A multicentre, observational, prospective study was carried out, measuring variables in pregnant women attending prenatal educational classes in different health centres within the health districts in Valencia (Spain) over the period January-October 2012. Birth plan preferences were compared prior to and upon completion of the classes.
A total of 212 eligible pregnant women (78.3% nulliparous) with an average age of 31.39±4.0 years consented to participate in the study. There were significant differences in birth plan preferences prior to and upon completion of the prenatal classes. Three items showed an increase between the initial session and the end of the intervention: the ability to push spontaneously, episiotomy avoidance, and early breastfeeding. An adjusted general linear model was used to compare pre-post results in relation to sociodemographic and obstetric variables.
The changes in birth plans could suggest that prenatal educational classes exert an influence upon maternal birth preferences.
产科护理一直专注于降低孕产妇和新生儿发病率，然而女性对护理的信念和期望却被忽视了。女性带着先入为主的期望面对分娩，其中一些期望可能会在她们的分娩计划中体现出来。尽管之前尚未对此进行过衡量，但健康专业人员可以通过产前教育课程来影响分娩计划。有人反对产前课程，因为尚未证明其能改善分娩体验，不过也可以看到一些好处：它们有助于沟通，并有时间让产妇表达期望和信念。本研究评估了由助产士主导的产前教育课程对女性分娩偏好的影响。
开展了一项多中心、观察性、前瞻性研究，对2012年1月至10月期间在西班牙巴伦西亚卫生区不同健康中心参加产前教育课程的孕妇的变量进行测量。比较了课程开始前和结束时的分娩计划偏好。
共有212名符合条件的孕妇（78.3%为初产妇），平均年龄31.39±4.0岁，同意参与研究。产前课程开始前和结束时的分娩计划偏好存在显著差异。有三项在干预开始时到结束时有所增加：自然用力的能力、避免会阴切开术以及早期母乳喂养。使用调整后的一般线性模型比较了与社会人口统计学和产科变量相关的前后结果。
分娩计划的变化可能表明产前教育课程对产妇的分娩偏好产生了影响。
