Sylvia Murphy Tighe1. 1. Department of Nursing and Midwifery, University of Limerick, North Campus, Limerick, Ireland. Sylvia.murphy@ul.ie
Abstract
OBJECTIVE: to explore the attitudes of first-time mothers towards antenatal education from the perspective of attenders and non-attenders. DESIGN: a qualitative approach was utilised using focus group interviews to collect the data. SETTING: the study was conducted in one local health office area of the Health Service Executive-South East, Ireland. PARTICIPANTS: a purposive sample of first-time mothers was interviewed to explore the area of antenatal education. These women included both attenders and non-attenders at antenatal education. KEY CONCLUSIONS: the findings suggest there are many strengths, weaknesses, opportunities and barriers to antenatal education. Strengths of antenatal education included the facilitator of antenatal classes, the information and preparation received, and the social aspect of meeting other expectant mothers. Barriers to attendance at antenatal education included working night shifts, no interest, transport difficulties, inflexible employer, and partner not attending. A move away from didactic teaching methods and greater participation and involvement of parents was identified as necessary. IMPLICATIONS FOR PRACTICE: fundamental issues related to the provision and of antenatal education were identified. A need for promotion and advertising of antenatal education was identified by the participants. Mothers identified specific needs such as the provision of postnatal classes and peer mentoring, flexible availability of classes, and facilitators utilising the principles of adult learning to guide classes. The mothers alluded to the importance of father's attendance and inclusion at classes. In view of the poor uptake of antenatal classes in Ireland, it is imperative that an approach to antenatal education is parent centred and needs driven. Copyright 2008. Published by Elsevier Ltd.
OBJECTIVE: to explore the attitudes of first-time mothers towards antenatal education from the perspective of attenders and non-attenders. DESIGN: a qualitative approach was utilised using focus group interviews to collect the data. SETTING: the study was conducted in one local health office area of the Health Service Executive-South East, Ireland. PARTICIPANTS: a purposive sample of first-time mothers was interviewed to explore the area of antenatal education. These women included both attenders and non-attenders at antenatal education. KEY CONCLUSIONS: the findings suggest there are many strengths, weaknesses, opportunities and barriers to antenatal education. Strengths of antenatal education included the facilitator of antenatal classes, the information and preparation received, and the social aspect of meeting other expectant mothers. Barriers to attendance at antenatal education included working night shifts, no interest, transport difficulties, inflexible employer, and partner not attending. A move away from didactic teaching methods and greater participation and involvement of parents was identified as necessary. IMPLICATIONS FOR PRACTICE: fundamental issues related to the provision and of antenatal education were identified. A need for promotion and advertising of antenatal education was identified by the participants. Mothers identified specific needs such as the provision of postnatal classes and peer mentoring, flexible availability of classes, and facilitators utilising the principles of adult learning to guide classes. The mothers alluded to the importance of father's attendance and inclusion at classes. In view of the poor uptake of antenatal classes in Ireland, it is imperative that an approach to antenatal education is parent centred and needs driven. Copyright 2008. Published by Elsevier Ltd.