Nichols M R
Birth. 1995 Mar;22(1):21-6, discussion 27-8. doi: 10.1111/j.1523-536x.1995.tb00549.x.
This longitudinal descriptive study compared the adjustment to new parenthood in two groups of first-time mothers and fathers. Participants included 106 married couples, 58 (55%) who attended prenatal childbirth education classes and 48 (45%) who did not. The study variables included prenatal, intrapartal, and new parent experiences. All mothers and fathers completed questionnaires during the last trimester of pregnancy and one month after delivery of a healthy newborn. Fathers were present during labor and birth regardless of prenatal class attendance. The groups differed in maternal age and in maternal and paternal education levels, but did not differ in measures of prenatal attachment, paternal childbirth involvement, childbirth satisfaction, parenting sense of competence, and ease of transition to parenthood. The results suggest the need for further study of the influence of prenatal classes on becoming a new parent, and of the effects of the father's presence during childbirth on birth and new parent experiences.
这项纵向描述性研究比较了两组初为人父母者对新角色的适应情况。研究对象包括106对已婚夫妇，其中58对（55%）参加了产前分娩教育课程，48对（45%）未参加。研究变量包括产前、分娩期及初为人父母的经历。所有父母在妊娠晚期及健康新生儿出生后一个月均完成了问卷调查。无论是否参加产前课程，分娩时父亲均在场。两组在母亲年龄以及父母的教育水平上存在差异，但在产前依恋、父亲参与分娩程度、分娩满意度、为人父母的胜任感以及向父母角色转变的难易程度等方面无差异。结果表明，需要进一步研究产前课程对初为人父母的影响，以及分娩时父亲在场对分娩及初为人父母经历的影响。
