Department of Nursing, Kongju National University, Gongju, Korea.
School of Nursing and Research Institute in Nursing Science, Hallym University, Chuncheon, Korea.
Womens Health Nurs. 2024 Sep;30(3):192-202. doi: 10.4069/whn.2024.09.09. Epub 2024 Sep 30.
This study aimed to explore the significance and insights derived from the experiences of pregnant women in Korea who participated in online prenatal education during the COVID-19 pandemic.
This study employed the hermeneutic phenomenology framework developed by Colaizzi. It involved 12 pregnant women who participated in online prenatal education provided by public health centers in Chuncheon, Korea. Data collection was achieved through in-depth interviews conducted in Korea from October 2021 to April 2022.
In total, 51 significant statements were extracted from the interview data and then categorized into 10 themes. Finally, three categories were formed by merging similar themes. The three basic categories of participants' experiences of online prenatal education were "feeling of safety and comfort in body and mind," "frustrated by a lack of interaction," and "digital education being a double-edged sword." Pregnant women expressed ambivalence regarding the benefits and drawbacks of the online educational experience. They desired more interactive and practical learning opportunities, even as they appreciated the comfort of learning remotely.
This study revealed the phenomenon of online prenatal education as an advanced form of distance-based prenatal education instead of the traditional in-person classroom. To maximize the educational effectiveness of this new format, public health center policies must address the digital literacy gap and enhance accessibility by leveraging the immersive multimedia experiences that online education offers to pregnant women. We recommend that maternal healthcare providers adopt this innovative approach to prenatal education, utilizing distance education technology to improve participation and promote immersion.
本研究旨在探讨在 COVID-19 大流行期间，参与线上产前教育的韩国孕妇的经验所具有的意义和启示。
本研究采用了 Colaizzi 发展的阐释现象学框架。研究对象为 12 名在韩国春川市公共卫生中心参加线上产前教育的孕妇。数据收集于 2021 年 10 月至 2022 年 4 月在韩国进行，通过深入访谈进行。
从访谈数据中提取了 51 个有意义的陈述，然后将其分类为 10 个主题。最后，通过合并相似的主题，形成了三个类别。参与者线上产前教育经验的三个基本类别是“身心感到安全和舒适”、“因缺乏互动而感到沮丧”和“数字教育是一把双刃剑”。孕妇对线上教育体验的好处和缺点持矛盾态度。他们希望有更多互动和实用的学习机会，尽管他们也欣赏远程学习的舒适。
本研究揭示了线上产前教育作为一种先进的远程产前教育形式的现象，而不是传统的面对面课堂。为了最大限度地提高这种新格式的教育效果，公共卫生中心政策必须解决数字素养差距问题，并通过利用线上教育为孕妇提供的沉浸式多媒体体验来增强可及性。我们建议产妇保健提供者采用这种创新的产前教育方法，利用远程教育技术提高参与度并促进沉浸式体验。
