The Impacts of Online Prenatal Education Classes on the Mental Health Indicators of Pregnant Women

Document Type : Original Article(s)

Authors

1 MSc, Department of Nursing, School of Medical Sciences, Esfarayen Faculty of Medical Sciences, Esfarayen, Iran

2 Instructor, Master of Midwifery, Department. of Midwifery, School of Nursing and Midwifery, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran

3 Assistant Professor, Department of Public Health, Qaen School of Medical Sciences, Birjand University of Medical Sciences, Birjand, Iran

4 PhD Student of Biostatistics, School of Medical Sciences, Tarbiat Modares University, Tehran, Iran

5 BS in nursing, Department of Nursing, School of Medical Sciences, Esfarayen Faculty of Medical Sciences, Esfarayen, Iran

6 Assistant Professor, PhD in Health Information Management, Department of Health Information Management, School of Medical Sciences, Esfarayen Faculty of Medical Sciences, Esfarayen, Iran

7 BS in Midwifery, Deputy health, School of Medical Sciences, Esfarayen Faculty of Medical Sciences, Esfarayen, Iran

8 PhD Student, Psychosocial Health and Wellbeing research (emPoweR) Unit, Department of Obstetrics and Gynaecology, University of Melbourne, Australia

Abstract

Background: This study aims to investigate the impacts of online prenatal education classes on the Mental health indicators of pregnant women.
Methods: This is a randomized quasi-experimental intervention study (one-group pretest-post test). Among the pregnant women referring to the health centers of Esfarayen City, 28 women at 16 to 20 weeks gestation with a low-risk pregnancy were selected by multistage cluster sampling. Six sessions of Skyroom software-based online prenatal classes were conducted for these women in the second trimester. The Depression Anxiety and Stress Scale 21 (DASS-21), a self-report scale, was used to measure anxiety, stress, and depression. Participants complete the questionnaire before the intervention and one month after the last session.
Findings: The results showed that the average scores of depression (P < 0.01) and stress (P = 0.02) in pregnant women significantly decreased one month after the Online prenatal education classes. However, no significant change was observed in the average score of anxiety (P > 0.05). There was no significant relationship between demographic and mental health indicators before and after the intervention (P > 0.05).
Conclusion: Online prenatal education classes were successful in lowering pregnant women's levels of stress and depression.  Although more study needs to concentrate on pregnant women’s mental health by providing a more diverse population, the results from this study clearly show the importance of online support for pregnant women.

Highlights

Ashraf Saber: Google Scholar

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References

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Journal of Isfahan Medical School
Volume 42, Issue 764
4th Week,, June
May and June 2024
Pages 308-316

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History

  • Receive Date: 31 December 2023
  • Accept Date: 22 July 2024

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