Laryea M
School of Nursing, Memorial University of Newfoundland, St. John's.
Health Care Women Int. 1998 Nov-Dec;19(6):565-74. doi: 10.1080/073993398246124.
My purpose in writing this article is to describe the various ways expectant women acquire childbirth knowledge. The data presented here form a small section of a bigger study that examined how expectant women from two cultures prepare for childbirth. The aims of the study were to explore the reasons why some expectant women choose to attend preparation classes run by non-health-care professionals and to describe the ways childbirth knowledge was disseminated to women at the preparation classes. Interviews containing structured and open-ended questions were used to obtain data. The first interview followed completion of a series of eight preparation classes and the second was conducted one month after delivery. Observation techniques were used to collect data on the teaching strategies and the content of classes. Ninety-five expectant women participated in the study. Data analysis included frequency counts and percentages on all structured questions. The open-ended questions were analyzed using the constant comparative method to identify major categories and themes. These were reviewed by a panel of childbirth educators for reliability. Frequencies were calculated for the number of responses in each category. Findings show that women acquire childbirth knowledge in various ways at the classes. They used this information to negotiate their care with health care professionals.
我撰写本文的目的是描述孕妇获取分娩知识的各种方式。此处呈现的数据只是一项更大规模研究的一小部分，该研究考察了来自两种文化背景的孕妇如何为分娩做准备。该研究的目的是探究一些孕妇选择参加由非医疗保健专业人员开设的准备课程的原因，并描述在这些准备课程中分娩知识是如何传授给孕妇的。通过包含结构化和开放式问题的访谈来获取数据。第一次访谈在完成一系列八门准备课程后进行，第二次访谈在分娩后一个月进行。运用观察技巧收集有关教学策略和课程内容的数据。九十五名孕妇参与了该研究。数据分析包括对所有结构化问题的频数统计和百分比计算。对于开放式问题，采用持续比较法进行分析，以确定主要类别和主题。一组分娩教育工作者对这些内容进行了可靠性审查。计算了每个类别中回答的频数。研究结果表明，女性在课程中通过多种方式获取分娩知识。她们利用这些信息与医疗保健专业人员协商自己的护理事宜。
