Gandomi Narges, Sharifzadeh Gholamreza, Torshizi Marzieh, Norozi Ensiyeh
Department of Public Health, Social Determinants of Health Research Center, Faculty of Health, Birjand University of Medical Sciences, Birjand, Iran.
Department of Midwifery, Shahid Rahimi (Tamin Ejtemaei) Hospital, Birjand, Iran.
J Educ Health Promot. 2022 Jan 31;11:14. doi: 10.4103/jehp.jehp_1548_20. eCollection 2022.
Pregnancy anxiety is associated with a diverse birth outcomes. Mothers' education could have a critical role in increasing their self-efficacy to defeat their anxiety and improve pregnancy and child birth outcomes. The study was conducted to examine the effect of intervention based on self-efficacy theory on pregnancy anxiety and child birth outcomes.
The study was conducted as a quasi-experimental design on 60primiparous women (26-28 weeks) in Birjand (East Iranian province) from May to September 2017, who were randomly divided into intervention and control groups. The intervention group received 8 sessions of 90-min educational intervention based on self-efficacy theory strategies besides the routine prenatal care. Vanden Bergh's pregnancy anxiety questionnaire and checklist of pregnancy and delivery outcomes were used for data collection.
The level of pregnancy anxiety was similar in both groups before the intervention, but immediately and 1 month after the intervention, the mean score of pregnancy anxiety significantly reduced in the intervention group and significantly increased in the control group ( < 0.001). There was a significant difference in mean neonatal weight ( < 0.001) between the two groups. Emergency and elective cesarean section were significantly lower in the intervention group compared to the control group ( < 0.001), but there were no significant differences in the frequency of preterm delivery between two groups ( < 0.05).
The results provide support for the effectiveness of intervention based on self-efficacy theory in reducing pregnancy anxiety and enhancing positive pregnancy outcomes. Hence, theory-based educational interventions may serve as a cost-effective and noninvasive approach to reduce pregnancy anxiety in Iran.
妊娠焦虑与多种分娩结局相关。母亲的教育程度在增强其战胜焦虑的自我效能感以及改善妊娠和分娩结局方面可能起着关键作用。本研究旨在探讨基于自我效能理论的干预措施对妊娠焦虑和分娩结局的影响。
本研究采用准实验设计，于2017年5月至9月在伊朗东部省份比尔詹德对60名初产妇（孕周26 - 28周）进行研究，这些产妇被随机分为干预组和对照组。干预组除接受常规产前护理外，还接受了8次基于自我效能理论策略的90分钟教育干预。使用范登伯格妊娠焦虑问卷以及妊娠和分娩结局清单进行数据收集。
干预前两组的妊娠焦虑水平相似，但在干预后即刻及干预后1个月，干预组的妊娠焦虑平均得分显著降低，而对照组显著升高（<0.001）。两组新生儿平均体重存在显著差异（<0.001）。与对照组相比，干预组的急诊和择期剖宫产率显著更低（<0.001），但两组早产发生率无显著差异（<0.05）。
研究结果支持基于自我效能理论的干预措施在降低妊娠焦虑和改善妊娠积极结局方面的有效性。因此，基于理论的教育干预可能是伊朗一种经济有效且无创的减轻妊娠焦虑的方法。
