Enhancing Maternal Preparedness: A Quasi-Experimental Study On The Effectiveness Of Nurse-Led Childbirth Education In Primigravida Women
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African journal biomedical Research
Abstract
Background
Childbirth is a significant life event, particularly for primigravida mothers who often face it with anxiety and limited
awareness. Lack of adequate antenatal education is linked to increased obstetric interventions, poor birth preparedness,
and negative maternal and neonatal experiences. Structured childbirth education, especially when nurse-led, can equip
mothers with essential knowledge, reduce childbirth-related fear, and promote positive health outcomes. This study aimed
to evaluate the effectiveness of a structured, nurse-led childbirth education program in improving knowledge, childbirth
experience, and maternal-fetal outcomes among primigravida mothers.
Methodology
A quasi-experimental, two-group pre- and post-test design was conducted at a tertiary care hospital in Gandhinagar,
Gujarat. A total of 200 eligible primigravida mothers (≥28 weeks of gestation, medically stable, with no prior childbirth
experience) were selected using purposive sampling. Participants were divided equally into experimental and control
groups. The experimental group received two structured childbirth education sessions featuring interactive discussions,
video demonstrations, and printed educational materials, while the control group received standard antenatal care. A
validated tool developed with expert input (Cronbach’s α = 0.84) was used for data collection. Data were analyzed using
descriptive and inferential statistics, including paired and unpaired t-tests and Chi-square tests. Ethical clearance was
obtained from the Pagarav Ethics Committee (Approval No. P.NO/EC/001/2024).
Results
Post-intervention, the experimental group demonstrated a significant improvement in knowledge scores (from
13.28 ± 2.14 to 20.68 ± 2.31; p < 0.0001), compared to only a marginal change in the control group. Forty-four percent of
participants in the experimental group achieved excellent knowledge levels post-intervention. The experimental group
also reported significantly better childbirth experience scores (47.84 ± 4.86) than the control group (29.87 ± 2.84;
p < 0.00001). Furthermore, favorable maternal outcomes (higher rates of spontaneous labor and vaginal deliveries) and
improved fetal outcomes (increased live births and higher APGAR scores) were more common in the experimental group.
Knowledge levels were significantly associated with occupation, income, religion, and sources of information.
Conclusion
The structured nurse-led childbirth education program significantly enhanced maternal knowledge, improved childbirth
experiences, and led to better maternal and fetal health outcomes. These findings advocate for the integration of structured
educational interventions into routine antenatal care to support safe and informed childbirth, especially among first-time
mothers.
Description
This study was conducted to evaluate the effectiveness
of a structured, nurse-led childbirth education program
in enhancing maternal knowledge, improving childbirth
experiences, and promoting better maternal and fetal
outcomes among primigravida mothers. A quasi
experimental, two-group pre-test and post-test design
was adopted, involving 200 primigravida mothers
attending a tertiary care hospital in Gandhinagar,
Gujarat. The participants were purposively assigned to
either an experimental group (which received two
interactive childbirth education sessions in addition to
routine antenatal care) or a control group (which
received only routine care). The educational sessions
were designed and delivered by trained nurses and
covered topics such as labor stages, pain management,
newborn care, and postpartum support through
interactive discussions, video demonstrations, and
printed handouts. A validated tool was used to assess
knowledge, childbirth experience, and maternal-fetal
outcomes. The results revealed that the intervention
significantly improved knowledge levels among
mothers in the experimental group, with post-test scores
rising from a mean of 13.28 ± 2.14 to 20.68 ± 2.31
(p < 0.0001). In contrast, the control group showed only
marginal improvement. Furthermore, 44% of the
mothers in the experimental group achieved excellent
knowledge scores post-intervention, compared to only
1% in the control group. The childbirth experience was
also significantly better among the experimental group,
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with a mean score of 47.84 ± 4.86 versus 29.87 ± 2.84 in
the control group (p < 0.00001). Regarding maternal
outcomes, the experimental group had a higher
incidence of spontaneous labor (89%) and vaginal
delivery (83%), with less need for labor augmentation
and pain relief interventions. Fetal outcomes also
favored the experimental group, with higher APGAR
scores and more live births. Statistical analysis indicated
strong associations between knowledge improvement
and demographic variables such as occupation, income,
religion, and source of information. The study highlights
the critical role of structured antenatal education in
empowering first-time mothers, reducing anxiety,
encouraging informed decision-making, and facilitating
safer childbirth experiences. These findings support the
integration of nurse-led childbirth education programs
into routine antenatal services, particularly in resource
limited settings, where nurse-midwives are often the first
point of contact for expectant mothers. By strengthening
antenatal
preparedness
through
educational
interventions, healthcare providers can promote positive
maternal and neonatal outcomes, ultimately contributing
to improved public health and reduced maternal-infant
morbidity.
Citation
Patel, Renuka, and Devraj Singh Chouhan. “Enhancing Maternal Preparedness: A Quasi-Experimental Study on the Effectiveness of Nurse-Led Childbirth Education in Primigravida Women.” African Journal of Biomedical Research, vol. 27, no. 6s, Nov. 2024, pp. 1257–1262.