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The effect of prenatal education on adaptation to motherhood after vaginal childbirth in primiparous women as assessed by Roy's four adaptive modes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effect of prenatal education on adaptation to motherhood after vaginal childbirth in primiparous women as assessed by Roy's four adaptive modes./
作者:	Arcamone, Angelina A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2005,
面頁冊數:	241 p.
附註:	Source: Dissertations Abstracts International, Volume: 67-12, Section: B.
Contained By:	Dissertations Abstracts International67-12B.
標題:	Nursing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3188688
ISBN:	9780542330117

The effect of prenatal education on adaptation to motherhood after vaginal childbirth in primiparous women as assessed by Roy's four adaptive modes.
Arcamone, Angelina A.

The effect of prenatal education on adaptation to motherhood after vaginal childbirth in primiparous women as assessed by Roy's four adaptive modes. - Ann Arbor : ProQuest Dissertations & Theses, 2005 - 241 p.

Source: Dissertations Abstracts International, Volume: 67-12, Section: B.

Thesis (D.N.Sc.)--Widener University School of Nursing, 2005.

This item must not be sold to any third party vendors.

One health care change in the 21st century that has had a significant impact on a postpartum mothers' knowledge of self and infant care is the shortened length of hospital stay following childbirth. Therefore, the purpose of this study was to compare postpartum adaptation to motherhood two weeks after vaginal childbirth in primiparous women who attended prenatal education classes and those who did not attend prenatal education classes. Outcome variables measured were perineal pain, confidence in coping with the tasks of motherhood, satisfaction with motherhood and infant care activities and quality of relationship with husband/partner. The Roy Adaptation Model (1984, 1991, 1999) guided this inquiry. A convenience sample of primiparous women (N = 158) who gave birth vaginally to healthy newborns were recruited for this descriptive-comparative design. Women (n = 52) who attended Prepared Childbirth and Baby Care Basics Classes, women (n = 53) who only attended Prepared Childbirth Class and women (n = 53) who did not attend any Prenatal Education Classes responded to the Postpartum Self-Evaluation Questionnaire (Lederman, Weingarten, & Lederman, 1981), the Short-Form McGill Pain Questionnaire (Melzack, 1984) and a Mother Information Form at two-weeks postpartum. The five hypotheses were tested through the use of Multivariate Analysis of Covariance (MANCOVA), Analysis of Covariance (ANCOVA) and the Mann-Whitney test. The level of significance was set at p < .05. Significant differences were found between women who attended prepared childbirth classes and women who did not attend on the variable of perineal pain as measured by the Visual Analog Scale on the SF-MPQ ((F (1, 158) = 6.736, p = .010). However, no significant differences were found among the three groups for the remaining outcome variables. Implications for nursing practice include the need for nurses who are teaching prepared childbirth classes to continue to discuss reasons for perineal trauma (lacerations & episiotomies) during labor and delivery and the interventions that women can use to assist them with perineal pain after birth. In addition, childbirth educators need to consider all sources available to expectant mothers related to childbirth and infant care, so that content and teaching methodology in the prenatal classes can best be adjusted to meet their needs.

ISBN: 9780542330117Subjects--Topical Terms:

528444
Nursing.
Subjects--Index Terms:

Adaptation

The effect of prenatal education on adaptation to motherhood after vaginal childbirth in primiparous women as assessed by Roy's four adaptive modes.
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520 $a One health care change in the 21st century that has had a significant impact on a postpartum mothers' knowledge of self and infant care is the shortened length of hospital stay following childbirth. Therefore, the purpose of this study was to compare postpartum adaptation to motherhood two weeks after vaginal childbirth in primiparous women who attended prenatal education classes and those who did not attend prenatal education classes. Outcome variables measured were perineal pain, confidence in coping with the tasks of motherhood, satisfaction with motherhood and infant care activities and quality of relationship with husband/partner. The Roy Adaptation Model (1984, 1991, 1999) guided this inquiry. A convenience sample of primiparous women (N = 158) who gave birth vaginally to healthy newborns were recruited for this descriptive-comparative design. Women (n = 52) who attended Prepared Childbirth and Baby Care Basics Classes, women (n = 53) who only attended Prepared Childbirth Class and women (n = 53) who did not attend any Prenatal Education Classes responded to the Postpartum Self-Evaluation Questionnaire (Lederman, Weingarten, & Lederman, 1981), the Short-Form McGill Pain Questionnaire (Melzack, 1984) and a Mother Information Form at two-weeks postpartum. The five hypotheses were tested through the use of Multivariate Analysis of Covariance (MANCOVA), Analysis of Covariance (ANCOVA) and the Mann-Whitney test. The level of significance was set at p < .05. Significant differences were found between women who attended prepared childbirth classes and women who did not attend on the variable of perineal pain as measured by the Visual Analog Scale on the SF-MPQ ((F (1, 158) = 6.736, p = .010). However, no significant differences were found among the three groups for the remaining outcome variables. Implications for nursing practice include the need for nurses who are teaching prepared childbirth classes to continue to discuss reasons for perineal trauma (lacerations & episiotomies) during labor and delivery and the interventions that women can use to assist them with perineal pain after birth. In addition, childbirth educators need to consider all sources available to expectant mothers related to childbirth and infant care, so that content and teaching methodology in the prenatal classes can best be adjusted to meet their needs.
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