• Korean Journal of Human Ecology
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• v.19 no.4
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• pp.613-624
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• 2010

This study investigated unmarried college students' knowledge of sex and cognition of prenatal education. It also aimed to provide insights into how college students' awareness of prenatal education may be raised and to make future married couples practice prenatal education. This study used a descriptive correlational research design. Participants were 346 college students in North and South Jeolla Province. Descriptive statistics with the SPSS WIN 12.0 program were used to analyze the collected data. Important findings were as follows: The mean knowledge of sex was .55, which was near moderate level. The mean cognition of prenatal education was 4.08, which was near high level. Knowledge of sex was influenced significantly by sex and major, whereas cognition of prenatal education was influenced significantly by sex. Thus, it was found that when considering how to raise the cognition of prenatal education and sexual knowledge of sex, both gender and major are important factors to consider.

• Women's Health Nursing
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• v.8 no.2
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• pp.268-277
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• 2002

A comparative study was conducted to identify the effects of prenatal education on primiparas' self-confidence, satisfaction in maternal role performance and perception of delivery experience. Data were collected from 91 primiparas from August 1 to 30, 2001 using structured questionnaires. The subjects were selected from 2 OB & GY hospitals which operate the same prenatal education programs in M city. One group of subjects was primiparas who did receive prenatal education (n= 44) and another group of subjects was primiparas who did not receive prenatal education (n= 47). This study hypothesized that primiparas in education group would have higher self- confidence, satisfaction in maternal role performance and perception of delivery experience than those of non-education group. Descriptive statistics, $x^2$-test, t-test, and correlation were used for data analyses. The results of this study were as follows: 1. Primiparas in prenatal education group would not have better perception of delivery experience than those of non-education group (t=1.405, p = 0.163). 2. Primiparas in prenatal education group would have higher self-confidence in maternal role performance than those of non-education group (t=7.669, p=0.000). 3. Primiparas in prenatal education group would have higher satisfaction in maternal role performance than those of non- education group (t=4.115, p = 0.000). 4. There was significant correlations between self-confidence and satisfaction (r=0.489, p=0.000). Moreover, there was significant correlation between self-confidence and perception of delivery experience (r = 0.284, p = 0.006). The results of this study indicated that prenatal education needs to be developed and applied to nursing practice to increase self-confidence and satisfaction in maternal role performance. Experimental studies are needed to identify the effect of prenatal education.

• Journal of Korean Medical Ki-Gong Academy
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• v.11 no.1
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• pp.284-325
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• 2009

This study aims to investigate the educational significance in modern education by analysis on the contents of taboo in the Korean traditional prenatal education. For this study, the concrete matters are prepared for investigation as follows: First, the contents of prenatal education are analyzed with special reference to the Chinese bibliography and the Korean bibliography related to its own traditional prenatal education. Second, the contents of taboo in prenatal education are broadly classified into Chun-ki(天忌), Chi-ki(地忌), and In-ki(人忌), and in turn, In-ki is classified into taboo related to clothing, taboo related to food, Taboo related to housing, and man's taboo, and all of them are interpreted. Third, the characteristics of taboo in the Korean traditional prenatal education and its principle are analyzed, and its significance is researched from the modern educational point of view. This study attempts to classify the contents of taboo into Chun-ki, Chi-ki, In-ki, and man's taboo based upon analysis of the documentary records related to the traditionary prenatal education in China and Korea for the successful investigation. The characteristic such as common discipline, the time limit and prevention are induced on the basis of this investigation, and its modern educational significance as follows: First, prenatal education must be conduced as a part of youth education and preparatory parents education for the married couple. Second, man or husband plays a very important role of practising taboo in prenatal education. Third, taboo in prenatal education is very suggestive in the aspect of human relationship and mental health of the pregnant woman. Fourth, it prevents her obesity and strain. Fifth, the scientific proof and education of taboo related to food must be needed.

• Women's Health Nursing
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• v.22 no.3
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• pp.139-150
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• 2016

Purpose: This study was done to identify content of prenatal education and to examine differences in prenatal education, knowledge, and attitude of nulliparous South Korean women. Methods: A cross-sectional survey design was used with 134 conveniently recruited nulliparous women. Data were collected through self-report questionnaires. Results: Average number of institutional prenatal education programs was 5.96 at clinics, 4.31 at health care centers, and 0.49 at hospitals. Women participated in an average 5.78 out of the 35 prenatal education contents: 15 types of prenatal and delivery, 10 postpartum self-care, and 10 parenting. Score for knowledge was 7.57out of 10. Women who participated in prenatal education (n=72) reported significantly higher scores in knowledge (t=2.71, p=.008) than women who did not participate (n=62). The average score for attitude was 7.22 out of 10. Nulliparous women over 36 weeks of gestational age had significantly higher scores for attitude (t=2.38, p=.019) than women under 36 weeks. There were significant positive correlations between newborn care knowledge and postpartum care self-efficacy (r=.26, p=.026), and newborn care knowledge and parenting confidence (r=.25, p=.034). Conclusion: Results indicate that policy is needed to increase participation in prenatal education and to establish strategies for health care centers and hospitals to provide prenatal education.

• Women's Health Nursing
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• v.19 no.4
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• pp.230-241
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• 2013

Purpose: This study was done to confirm prenatal health management and educational needs for pregnant women with advanced maternal age (AMA) and pregnant women under 35 years of age. Methods: This study was a descriptive research in which self-report questionnaires were used. Participants were 279 pregnant women (83 AMA and 196 less than 35). Results: Only 32.5% of AMA women had received prenatal education and 51.8% reported wanting internet education. AMA women, compared to the under 35 women, had higher levels of self-awareness of health problems and possibility of health problems but lower levels of alcohol experience before pregnancy. For prenatal health management, scores were low for prenatal exercise, prenatal education and nutrition. For prenatal health management education, AMA women reported high levels of need for education on health problems. Conclusion: The results indicate that prenatal health management education must be given considering differences in age-related requirements by emphasizing health care and obstetric complications during pregnancy for AMA women and anemia and information on substance use during pregnancy for women under 35. Reliable internet-based education programs need to be developed using available information and communication technology for the increasing number of employed pregnant women.

• Journal of Families and Better Life
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• v.31 no.5
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• pp.65-77
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• 2013

This study was aimed at (1) investigating expectant mothers' prenatal attachment according to variables (age, gestational weeks, perceived health condition, anticipating the gender of the fetus, marriage duration, and parity), (2) analyzing correlations among their prenatal attachment, spousal support, and parenting efficacy, and (3) examining the role of prenatal attachment as a mediator between spousal support and parenting efficacy. For this purpose, 221 expectant mothers living in Seoul completed a 55-item survey. The collected data were analyzed by t-test, one-way ANOVA, Pearson's correlation coefficients, and regression analyses. The findings of this study were as follows. First, among the variables, gestational weeks, perceived health condition, marriage duration, and parity showed significant differences in the scores for the overall prenatal attachment and subordinate factors. Second, there were positive correlations between the expectant mothers' prenatal attachment and spousal support and between their prenatal attachment and parenting efficacy. Third, the expectant mothers' prenatal attachment proved to mediate between spousal support and parenting efficacy. These findings shed light on the significance of prenatal attachment and spousal support during the pregnancy period; therefore, it is essential to develop education programs for expecting parents to enhance prenatal attachment and spousal support and to conduct follow-up studies to verify the effectiveness of the programs.

• Women's Health Nursing
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• v.12 no.3
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• pp.240-248
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• 2006

Purpose: The purpose of this study was to verify the effects of a Qigong prenatal education program on anxiety, depression and physical symptoms in pregnant women. Method: The subjects were a total of 40 pregnant women who received regular prenatal care at S hospital. Twenty people were enrolled in the Qigong prenatal education program and were assigned to the experimental group. The other 20 people who received regular prenatal care only were the control group. The Qigong prenatal education program was given to the experimental group once a week and 2 hours per session for 4 weeks. Anxiety, depression and physical symptoms were collected by a self-administered study questionnaire at the pre- and post-test. Result: There were no significant differences in subjects' general characteristics or pretest scores of study variables at the pretest indicating both groups were homogeneous. Differential t-tests were used to test the effects of the Qigong prenatal education program on study variables. Pregnant women who received the Qigong prenatal education program had a lower level of depression than those who did not attend(t=2.23, p=.03). There were no significant differences on anxiety and physical symptoms. Conclusion: The Qigong prenatal education program was effective in alleviating depression during pregnancy. However, further study is needed to replicate the results with a greater sample size and to investigate the long term effects of the program on the labor and delivery process.

• Child Health Nursing Research
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• v.12 no.1
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• pp.104-113
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• 2006

Purpose: This study was conducted to develop and evaluate the effectiveness of a prenatal parental role education program. Methods: The participants were healthy primiparous women and their healthy newborn babies. 57 mother-infant diads(27 in the intervention group, 30 in the control group). For the intervention group, an additional 4 prenatal parental role education programs and 2 postnatal telephone calls(1st & 3rd week after birth) were provided. Data were analyzed by frequency, chi-square test, t-test and repeated measures ANOVA using SPSS PC+ 10.0 program. Results: Significant differences were found in self-confidence in maternal role performance, mother-infant interaction and infant physical growth between the two groups. This result indicate that the intervention program was effective in improving self-confidence in maternal role performance, mother-infant interaction and in facilitating infant physical growth. Conclusions: The prenatal parental role education program developed by the author was a very effective program in promoting maternal self-confidence, mother-infant interaction, and fostering infant's physical growth at 4 weeks after infant's birth.

• Women's Health Nursing
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• v.11 no.3
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• pp.225-231
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• 2005

Purpose: This study was done to compare prenatal education programs for anxiety and labor efficacy in third trimester women. Method: The subjects were 95 primigravida who attended a prenatal education program at H and B hospital in Kyounggi province and a health center in Chungbuk province and in the Incheon metropolitan area. Data was collected using a structured questionnaire, and trait and state anxiety, and labor efficacy were measured. The data was analyzed by frequency, mean, and paired t-test. Result: In this study, there was a high level of anxiety in the primigravida. After the program, only state anxiety was decreased significantly at the attendants of the health center. Labor efficacy was a little increased, but this was not significant. Anxiety was increased and labor efficacy was decreased in the attendant of a private hospital. Conclusion: These education programs were not so effective to decrease anxiety and to increase labor efficacy. For on effective program to increase labor efficacy, it is necessary to standardize prenatal education program content and to revise it to decrease state anxiety closer to delivery. It is necessary to discover why these programs were not effective.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.1
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• pp.90-99
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• 2011

Purpose: To investigate the impacts of individualized versus group prenatal breast-feeding education on postnatal breast-feeding knowledge, this study addressed techniques and rates of first-time mothers as part of data collection for developing breast-feeding education programs. Methods: A quasi-experimental nonequivalent control group design was applied to compare the effects of prenatal breast-feeding individual vs. group education among first-time mothers. Collected data was analyzed using $x^2$-test, t-test, paired t-test, and ANOVA. Results: There was no difference on the knowledge of prenatal breast-feeding between individual and group education. However, individual education was a more effective method than group education on post-natal knowledge. In the 4th and 8th weeks of breast-feeding, individual education was more effective than group education. However, there was no difference between the two education methods at Week 12. Conclusion: This study indicates that many outpatient mothers should be given various individual approaches and prenatal breast-feeding education programs to provide them with opportunities for education to improve breast-feeding rates. However, there was no statistically significant difference in the breast-feeding rates at Week 12, which may be attributed not to education methods but to changes in external environmental factors. Further research is needed to address the changes.